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The Effectiveness of the Intervention of Active Plays on Working Memory in Students with Dyslexia

Document Type : Original article

Authors

1 M.A of Psychology of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran

2 Professor of Exceptional Children , Allameh Tabataba'i University, Tehran, Iran

3 M.A of Public Psychology, Islamic university of Ahvaz, Ahvaz, Iran

4 Associate Professor of Exceptional Children , Allameh Tabataba'i University, Tehran, Iran

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 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.

Keywords

References
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Neuropsychology
Volume 5, Issue 16 - Serial Number 16
June 2019
Pages 149-162
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