Hamidreza Mahrogi; Hasan Tozandehjani; Hamid Nejat; Zahra Bagherzadeh-gholmakani
Abstract
Introduction:This study aimed to compare the effectiveness of attention-based cognitive rehabilitation and working memory-based cognitive rehabilitation on cognitive emotion regulation and information processing speed of dyslexic students. Method:The statistical population of this quasi-experimental ...
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Introduction:This study aimed to compare the effectiveness of attention-based cognitive rehabilitation and working memory-based cognitive rehabilitation on cognitive emotion regulation and information processing speed of dyslexic students. Method:The statistical population of this quasi-experimental study (pre-test, post-test, follow-up test with control group) included all dyslexic students referred to counseling centers of Neyshabour Education Department during the academic year 1398-1399. Forty-four cases were randomly divided into two experimental and one control group. Participants were assessed using the Reading Questionnaire and the Cognitive Emotion Regulation Questionnaire-Garnefsky et al. (2002) questionnaire in three stages of pre-test, post-test and follow-up. Then, independent variables were administered for the two experimental groups. The first experimental group (n= 14) received cognitive rehabilitation based on attention amplification, the second experimental group (n= 14) received working memory-based cognitive rehabilitation during eighteen 60-minute sessions. The third group was on the waiting list as control group and did not receive any treatment during the study. Data were analyzed by repeated measures ANOVA. Results: Positive cognitive adjustment strategies and information process increased and negative strategies decreased in intervention groups in compare to the control goup(P<0.05). Conclusion: Based on the findings, it can be said that the efficacy in the cognitive rehabilitation group based on working memory amplification variable speed of information processing was higher, but the effectiveness of attention-based cognitive rehabilitation treatment was higher in cognitive emotion regulation variable(positive strategies).
sanaz zarenezhad; sakineh soltanikouhbanani; somaye zarenezhad
Abstract
Aim: the most common of which is disordered reading or dyslexia This study investigated the effectiveness of Neurofeedback on Cognitive Deficits and visual–motor perception in the dyslexic students. Methods: Present research was a quasi-experimental Method with pretest-posttest and control group ...
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Aim: the most common of which is disordered reading or dyslexia This study investigated the effectiveness of Neurofeedback on Cognitive Deficits and visual–motor perception in the dyslexic students. Methods: Present research was a quasi-experimental Method with pretest-posttest and control group design. The population included 8 to 11 years old pupils with dyslexia in Tehran city. The sample consisted of 40 students with dyslexia that are selected and randomly assigned to two experimental and control groups(each group n = 20). Finally, the study was performed with 33 patients(16 in experimental group and 17 in control group). In this study the experimental group received sessionsof neurofeedback training First, given three times a week(for one month) and then twice a week(one month) for 45 minutes, while the control group did not receive this training. The instruments used in this study were the Tower of London software, Stroop, continuous operation test, n-back test and Bender-Gestalt visual-motor coordination . Data were analyzed using multivariate covariance analysis using SPSS version 20 software. Results :The results showed that Neurofeedback on Cognitive Deficits in terms of reduced time and increased total points in the Tower of London, committing and remove errorsand time in continuous operation test, and reduce the amount of time keeping, time incongruent, inconsistent error in Stroop test and correct response in n-back test(P˂ 0.05); and visual-motor coordination in terms of distortion, rotation, Lack of integration and repeatness is effective on dyslexic individuals(P˂ 0.01).A. Conclusion: ccording to the findings concluded that Neurofeedback is effective way to improve symptoms of dyslexic children.
Elham Sadat Naji; Mohsen Shokoohi-Yekta; Saeid Hassanzadeh
Abstract
Aim: The purpose of the present study was to investigate the effectiveness of working memory educational program on enhancing Phonological working memory and phonemic awareness performance of dyslexic students. This study was Quasi-experimental design with pre-test and post-test. The statistical population ...
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Aim: The purpose of the present study was to investigate the effectiveness of working memory educational program on enhancing Phonological working memory and phonemic awareness performance of dyslexic students. This study was Quasi-experimental design with pre-test and post-test. The statistical population was all the primary school students of 2 and 3 greads, with dyslexia who went to learning disorders centers in Tehran, 30 of them using convenience sampling and were assigned by random in experimental and control groups. The assessment tools included Working Memory Test Battery for Children (Gathercole & Pickering, 2001) and Phonological Awareness Test (Soleimani & Dastjerdi-Kazemi, 2010). The experimental group experienced the working memory educational program in 16 sessions, 30 to 35minutes. The obtained data were analyzed statistically by using of analysis of covariance (ANCOVA). Results showed significant differences between experimental and control group in both dependent variables at post-test. The results showed that training of working memory educational program improved Phonological working memory and phonemic awareness performance of dyslexic students.
somaye zarenezhad; sakineh soltanikouhbanani; HOSSEIN KARSHKI
Abstract
Aim:A high percentage of children with learning disabilities, the most common of which is disordered reading or dyslexia, and one of the areas affected by poor performance, finding ways to improve performance can lead to academic achievement and preventing a student from preventing failureThe purpose ...
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Aim:A high percentage of children with learning disabilities, the most common of which is disordered reading or dyslexia, and one of the areas affected by poor performance, finding ways to improve performance can lead to academic achievement and preventing a student from preventing failureThe purpose of this study was to determine the effect of teaching self-regulation learning strategies on memory and inhibition of dyslexic students. Metod: The design of this semi-experimental study was a trial and control group in which 30 dyslexic students of elementary school students were selected through a sampling method. The statistical population of the elementary school students was dyslexic Education in Mashhad in the academic year of 97-96. Subjects were trained in eight 90-minute sessions once a week. Findings: The results of the research showed that training of self-regulation learning strategies on working memory and inhibition of dyslexic students' response was effective in collecting data. Conclusion: Based on this, it can be concluded that self-regulation learning on the components of executive function can be an effective therapeutic approach for dysfunctional students.
Hamid Toreyfi hosseini; Manijeh Shehni yailagh; Ali Reza Haji Yakhchali; sirous allipour
Abstract
Aim :The aim of this study was to determine the effectiveness of an empowerment program based on self-regulation executive functions on the reading performance of dyslexic primary school students. Method: The study employed quasi-experimental design, using pretest, posttest and follow up with the control ...
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Aim :The aim of this study was to determine the effectiveness of an empowerment program based on self-regulation executive functions on the reading performance of dyslexic primary school students. Method: The study employed quasi-experimental design, using pretest, posttest and follow up with the control group. The population of the study was all dyslexic boys students in the fourth grade of primary school in Islamshahr city in the academic year of 2017-18. 38 students were selected through combined sampling method (Census and Cluster sampling), and were randomly divided into an experiment group and a control group (20 in the experiment group and 18 in the control group). The experimental group received an intervention program in 2 months (15 sessions of 50 minutes, and 2 months of environmental modifications and practical interventions that was integrated into daily curricula). Data were analyzed by multivariate analysis of covariance, one-variable covariance. Findings: The results showed there were significant differences between reading speed, reading accuracy and comprehension students with and without dyslexia. Conclusion: the empowerment program based on self-regulation executive functions can improve the reading performance of dyslexic primary school students.
Hoseyn Akbarifar; parviz sharifidaramadi; Hoseyn Rahimzade; Shahla Pezeshk
Abstract
Aim one type of learning disorder is Dyslexia which refers to the defect in the acquisition of a person's reading skills. The purpose of this study was to investigate the effectiveness of the intervention of active plays on working memory in students with Dyslexia. Method: this semi-experimental ...
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Aim one type of learning disorder is Dyslexia which refers to the defect in the acquisition of a person's reading skills. The purpose of this study was to investigate the effectiveness of the intervention of active plays on working memory in students with Dyslexia. Method: this semi-experimental study carried out with pre-test post-test design with control group.30 students aged 7 to 9 years with Dyslexia in Ahvaz participated in a sampling study. In the pretest phase, all the participants were tested for work memory and then the participants were randomly divided into two groups of experimental and control groups. The experimental group was subjected to an intervention of active plays for 6 weeks and 2 sessions per week. The main purpose of this program was to use a set of different muscles of the upper and lower trunk to perform various aerobic activities. After the end of the intervention of the active plays, Post-test was performed from both groups. Data were analyzed using MANCONA and using SPSS software version 22. Findings: The results showed that an intervention with active plays approach can improve the components of working memory, Progressive numbers, retrograde numbers, logical memory, mental control, Associate and retrieval. Conclusion: In a general conclusion, active plays can improve working memory in children with Dyslexia. Therefore, educators, teachers, and people dealing with children with Dyslexia impairments are encouraged to consider active plays in their practice interventions and use them.
yousef dehghani; nozhatozaman moradi
Abstract
Introduction: This study was aimed to examine effectiveness of working memory training on inhibition and reading performance of students with dyslexia. Method: This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted ...
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Introduction: This study was aimed to examine effectiveness of working memory training on inhibition and reading performance of students with dyslexia. Method: This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 372 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 75 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group. The measurement tools consisted of Dyslexia Symptom Checklist, the Clinical Interview, Wechsler Intelligence Scale of Children-Revised, Reading and dyslexia test and Stroop test. The experimental group experienced the working memory training group therapy in 18 sessions of 45 minutes twice a week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures is used. Results: Findings showed that working memory training has a significant effect on inhibition (pConclusion: Finally, we may conclude that working memory training, as an effective and functional intervention, could be used to improve inhibition and reading performance of students with dyslexia.
Mansour Bayrami; Yazdan Movahedi; Esmail Ahmadi
Volume 3, Issue 8 , June 2017, , Pages 9-28
Abstract
Introduction: Problems reading and math ability is one of the most fundamental problems faced by children with learning disabilities. This study aimed to investigate the effects of neuropsychological rehabilitation of attention and memory performance of students with learning disabilities in dyslexia ...
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Introduction: Problems reading and math ability is one of the most fundamental problems faced by children with learning disabilities. This study aimed to investigate the effects of neuropsychological rehabilitation of attention and memory performance of students with learning disabilities in dyslexia & Dyscalculia was performed. Methods: This study is a quasi-experimental design with three test groups, respectively. The study sample was the city of Tabriz in 2016, and samples were selected from the divisions of learning disorders. Sampling was random. This means that people with a learning disability but did not intervene for them. The number of treatment sessions 20 sessions and each session lasted 45 minutes. Instruments included neuropsychological rehabilitation program Sound Smart computerized test of attention and memory selected - the attention is scattered. Data analysis was performed using multivariate analysis of covariance. Findings: Data analysis showed that mean scores of pre-test and post-test experimental and control groups there was a significant difference (P Conclusion: This study showed that neuropsychological rehabilitation can be used as an effective way to improve attention and memory in people with learning disability in dyslexia & Dyscalculia are used.
Abasali Hosseinkhanzadeh; Mona Latif Zanjani; Mahboobe Taher
Volume 2, Issue 7 , February 2017, , Pages 27-46
Abstract
Introduction: The aim of this study was to investigate efficacy of computer-assisted cognitive remediation on improvement of the executive functions and reading performance of students with dyslexia. Methods: The research methodology is an experimental study with pretest-posttest design with experimental ...
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Introduction: The aim of this study was to investigate efficacy of computer-assisted cognitive remediation on improvement of the executive functions and reading performance of students with dyslexia. Methods: The research methodology is an experimental study with pretest-posttest design with experimental and control groups. Statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 30 students were selected by random sampling and were assigned in both control and experimental groups. To collecting data intelligence test (Wechsler, 2003), the formal reading and dyslexia test (Kormi Noury and Moradi, 2008), and Wisconsin card sorting test software (Shahgholian et al., 2011) were used. In this study, computer-aided cognitive remediation program was trained to the experimental group, during the first 11 sessions, while the control group did not receive training in these areas. Findings: Data analysis using MANCOVA showed there are significant difference in the executive functions and reading performanc in experimental and control group. The results showed computer-assisted cognitive remediation is caused improvement of the executive functions and reading performance and their component's (p. Conclusion: According to the results computer-assisted cognitive remediation with features such as color, sound, motion, instant feedback, extended range of attention, increasing the power of self-regulation, and motivating dyslexic students has been able to improve executive functioning and reading performance in students with dyslexia.
Elnaz Mousanezhad Jeddi; Majid Mahmood Alilou; Mohammad Ali Nazari
Volume 2, Issue 6 , December 2016, , Pages 61-76
Abstract
Introduction: Cognitive factors are the important correlates of dyslexia. Different researches show that these factors are impaired in children with dyslexia. Also, the studies believe in the dysfunction of fronto-temporo-occipital connection as a neural evidence of dyslexia. Neurofeedback by changing ...
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Introduction: Cognitive factors are the important correlates of dyslexia. Different researches show that these factors are impaired in children with dyslexia. Also, the studies believe in the dysfunction of fronto-temporo-occipital connection as a neural evidence of dyslexia. Neurofeedback by changing the functional connectivity or coherence of these regions could be useful in improving cognitive functions in dyslexic children. The present study aimed to determine the effectiveness of coherence neurofeedback training on phonological awareness and working memory in children with dyslexia. Method: In this single subject study, four dyslexic children completed twenty 30 minutes sessions of coherence neurofeedback training. Findings: The results showed improvement in the phonological awareness and working memory scores. Also, coherence values changed toward normal values after treatment. Conclusion: These changes indicate that dyslexia could be considered as a dysfunction in functional connectivity between specific brain regions and coherence guided neurofeedback seems to be capable of modifying these disturbances.
