Ethics code: lR.SCU.REC.1402.020
Abstract: (522 Views)
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Abstract
Background & Objectives: Dyslexia, as one of the subgroups of learning disorders, is considered the most common learning disability. Among the problems of dyslexia are: incorrect word pronunciation, fast reading, inaccuracy, which is contrary to the chronological age and intelligence of people. Weakness in these criteria interferes with academic success and daily life functions that require these abilities. mong the basic problems of children with dyslexia is weakness in understanding and understanding the main ideas of the text, and recalling the information presented, difficulty in learning sounds and letters that face many problems. Reading disorder is defined as a defect in recognizing words and misunderstanding words, and reading them slowly without having intelligence problems, auditory and visual defects, and a lack of educational facilities. Dyslexia, as one of the subcategories of learning disorders, has a neuropsychological origin. It starts from a young age and often shows itself in the lower period, i.e. elementary school. Reading disorder is related to learning disorders such as dictation disorder and math calculation disorder. Dyslexia, as one of the subgroups of learning disorders, has the highest prevalence among students. The main symptom of dyslexia is having a weakness in reading skills. Methods: The method of the current research was experimental and using a pre-test and post-test design with a control group. The statistical population of this research was all female students with dyslexia in the third grade of elementary school who referred to Jahrom Counseling and Psychology Services Center in the academic year of 1401. From this population, 30 qualified volunteers were included in the study using the convenient sampling method and were randomly assigned to two intervention and control groups (15 persons in each group). The inclusion criteria included being a girl, suffering from dyslexia, committing to participate in therapy sessions, studying in the third grade of elementary school, and not participating in other psychological treatment interventions at the same time. Exclusion criteria included absence of more than three sessions from the intervention program and non-compliance with treatment rules. The tools used in this research were Corsi block-tapping test (Corsi, 1972), Wisconsin Card Sorting Test (Grant and Berg, 1948), Raven Children's Intelligence Test (Raven, 1938), and Visual Dyslexia Test (Karami Nouri, Moradi, 2014). A cognitive rehabilitation program was implemented for the experimental group (12 sessions of 45 minutes, twice a week). And the control group did not receive any intervention In the end, the posttest was performed again from both groups. The data were analyzed using covariance analysis and SPSS software version 26 at the level of 0.05. Results: The results showed that after controlling the effect of the pre-test scores, there were significant difference between the experimental group and the control group in the post-test, regarding to the mean posttest scores of dependent variables of visual working memory variables (P=0.049) and cognitive flexibility (P<0.001). Conclusion: Based on the results of this study, cognitive rehabilitation treatment improved the visual working memory and cognitive flexibility, in female students with dyslexia. Therefore, counselors and therapists can use the cognitive rehabilitation intervention while working with students with reading disorders. |
Type of Study: Original Research Article |
Subject:
Rehabilitation
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