Maryam Vismeh; Mahnaz Esteki; Navid Mirzakhani
Abstract
Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was ...
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Abstract
Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.
Extended Abstract
Introduction
The term "dyslexia" refers to a reading disability characterized by difficulties with accurate and fluent word recognition, reading speed or fluency, decoding and spelling abilities, and poor reading comprehension (American Psychiatric Association, 2013). There is a close relationship between the ability to read and executive functions. Executive functions are a set of skills such as decision-making, planning, inhibition, and organization, requiring high-order cognitive abilities such as attention, working memory, language, perception, and creative thinking (Hoskyn, Iarocci, Young, 2017). Computer-based executive functions training is one the new treatments that has an interdisciplinary nature, and through cognitive training, it tries to improve the brain plasticity and provides lasting improvements (O'Connel, Bellgrove, Robertson, 2007, quoted in Khanzadeh, Latif Zanjani and Taher, 2017).
The concepts of sensory integration theory come from human development, psychological neuroscience, and occupational therapy. Its purpose is to correct students' problems using a combination of sensory dimensions in the educational process. According to Ayres' theory, a sensory integration disorder is the primary cause of learning failures, and overcoming this disorder can facilitate learning (Mirzakhani, Shahbazi, and Alizadeh, 2108). Correct and timely diagnosis and implementation of educational and rehabilitative interventions are crucial to overcome this disorder. No studies have demonstrated the effect of sensory integration and executive functions on students with dyslexia, making it an important topic for research. To fill this gap, this study was conducted to examine the impact of sensory integration and executive functions on students with dyslexia.
Literature Review
According to past studies, students with dyslexia have been shown to be deficient in executive functions (Akyürek & Bumin, 2019; Fisher et al., 2019). Computer-based strategies are a rehabilitation treatment for students with learning disabilities that aim to improve their working memory, executive functions, and reading performance, as noted in the study by Ranjbar et al. (2018). Peters et al. (2021) investigated the impact of video game training on text reading accuracy in students with dyslexia. The findings indicated that visual attention can have a significant impact on reading performance. Sensory-motor integration exercises are a rehabilitation strategy that can help students with learning disabilities. According to the study by Sadati Firouzabadi and Abbasi (2017), sensory-motor integration can alleviate reading problems in students with learning disabilities.
Methodology
This study is an experimental design with a pre-test, a post-test, and a follow-up phase. The population consists of all students with learning disabilities in the elementary school in the 2nd and 5th districts of Tehran during the 2019-2020 school year. In this study, 30 students aged 8-11 with dyslexia who met the inclusion criteria were selected randomly by convenient sampling. After sampling, participants were homogenized in terms of variables such as age, gender, and intelligence. They were then randomly divided into three groups of 10 people. Participants were evaluated in the pre-test, post-test, and follow-up using the Wechsler Intelligence Scale for Children, Fourth Edition, Dyslexia Screening Test, n-back paradigm, and Sensory Profile. After 4 months, the follow-up phase was implemented. Randomly, the first group received computer-based executive function training for 20 30-minute sessions, and the second experimental group received a sensory-motor integration intervention for the same period. After the research was completed, the control group received the intervention.
Conclution
The aim of this study was to compare the effectiveness of two interventions, computer-based executive functions training and sensory integration, on students with dyslexia. The results indicated that both interventions were beneficial but sensory integration intervention had a more long-lasting effect. Previous research has shown that computer-based executive functions training and visual skills-based computer games can improve dyslexia symptoms, as reported in previous studies by Pourfarehmand and Taher (2019) in terms of visual-auditory perception and reading speed, and García-Redondo et al. (2019) regarding attention. Additionally, cognitive training through computer games aims to teach cognitive functions by focusing on neurobiological processes and structural changes in brain neurons related to executive functions. Visual skills-based computer games foster brain plasticity, leading to improved learning.
The theoretical basis offers an explanation for the effects of sensory integration intervention on dyslexia symptoms based on brain plasticity mechanisms. Brain plasticity indicates that learning is what the human brain does best. Learning changes the brain because it can respond to any new behavior, experience, or stimulation. By understanding how the brain learns, we can optimize educational resources. The effects of sensory integration on dyslexia symptoms may be attributed to brain plasticity and flexibility. The intervention is designed based on unique sensory patterns, providing an attractive and creative learning environment that helps students respond to the demands of their daily lives, as reported in previous studies by Alizadeh Zarei and Maleki (2016).
However, limitations of this study include the small sample size, geographical region, and sample loss due to the COVID-19 pandemic. Further research should be conducted in other groups and regions in students with other learning disorders such as dyscalculia and dysgraphia. Additionally, educational workshops should be held for counselors, psychologists, and teachers to learn how to use these interventions. Elementary school teachers should focus on antecedents of reading such as strengthening executive functions and sensory-motor integration exercises.
Keywords: Special Learning Disorder, Computer Games, Executive Functions, Dyslexia, Sensory Integration.
Mina Tahmoures; somayeh sadati firozabadi
Abstract
The aim of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on sustained attention of students with dyslexia. The method of research was semi experimental. In order to conduct this study, 30 students with dyslexia who referred to the Center for Learning ...
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The aim of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on sustained attention of students with dyslexia. The method of research was semi experimental. In order to conduct this study, 30 students with dyslexia who referred to the Center for Learning Disabilities in Larestan were selected by convenience sampling method and were randomly divided into experimental and control groups. Then, IVA-2 test (2018) was performed as a pre-test for both groups. Lindamood phonological sequence program was also presented to the experimental group for 16 sessions of intensive intervention. Immediately after the training, the mentioned test was performed as a post-test of both groups and one month after the post-test, a follow-up period was performed for both groups. Data was analyzed by one way analysis of the variance with mixed design. The results showed that there was a significant difference in sustained attention between the two groups, so that the experimental group performed better in post-test and follow-up. Overall, the results indicate that the Lindamood phonological sequence program has improved sustained attention in students with dyslexia.
Fatimah Nosrati; Bagher Ghobari Bonab; Sara Sharifi
Abstract
The purpose of this study was to evaluate the effectiveness of combining education with the help of video training through WhatsApp to improve the fluent reading of students with learning disabilities. For this purpose, 3 boys from the primary school in Marivan who were referred to the Learning Disabilities ...
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The purpose of this study was to evaluate the effectiveness of combining education with the help of video training through WhatsApp to improve the fluent reading of students with learning disabilities. For this purpose, 3 boys from the primary school in Marivan who were referred to the Learning Disabilities Center by the schools were diagnosed as dyslexic using the Wechsler test and Fallahchai dyslexia test (1374) and selected by the available sampling method. They were trained through WhatsApp in a one-test method and multi-baseline design using different people in 30 sessions of 35 minutes. In order to collect information, the graph analysis method and effect size index were used. Findings showed that the use of a combined method with the use of online education (WhatsApp) is effective in improving the fluent reading of these students. Conclusion: The increasing use of online education and technologies such as mobile phones and their applications in improving the quality of treatment for learning disabilities can provide effective assistance to these students.
Mahdi Abdollahzadeh Rafi; Mahsa rahimzadeh
Abstract
The purpose of the present study was determining the most effective speed naming tasks for discrimination of Persian language students with and without dyslexia. In a causal-comparative design, all 77 students with dyslexia who had the criteria to enter the study were selected, and 77 normal students ...
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The purpose of the present study was determining the most effective speed naming tasks for discrimination of Persian language students with and without dyslexia. In a causal-comparative design, all 77 students with dyslexia who had the criteria to enter the study were selected, and 77 normal students who were similar with the dyslexic group in terms of age, gender, and intelligence were also selected as available. Data was collected using a diagnostic Reading Test (Shirazi, & Nilipour, 2005), Raven Intelligence Test (Raven, 1956) and Rapid Automatized Naming Tasks (Denckla, & Rudel, 1976). To analyze the data, the independent T test and discriminative analysis method were used. Results show that students with dyslexia perform significantly less than normal students in rapid automatized naming tasks (p <0.0001); also, the coloring shape rapid automatized naming tasks was the most effective in distinctive students with and without dyslexia; therefore, rapid automatized naming tasks, especially coloring shape rapid automatized naming tasks, could be used to discrimination students with and without dyslexia.
Mohamad Javad Ranjbar; sajjad basharpoor; naser sobhi gharamaleki; Mohammad Narimani
Abstract
The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and ...
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The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.
esmaeil barghi; Mahnaz Estaki; Mahdiye Salehi
Abstract
This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. ...
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This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. The statistical population consisted of 3rd grade elementary school boy students with special learning disorder in Tehran during the academic year of 2016-2017, which was administered by the educational and rehabilitation centers The Learning Disorder of the Exceptional Education Organization were identified as dyslexic children. Of these, 30 students were selected by targeted sampling method and randomly assigned to experimental and control groups. The tool used was the new version of Tehran-Stanford-Binet's Intelligence Lab and the data analysis method was a repeated measurement of the combination. The results showed that there is a significant difference between the test and control groups on the variables of the total scale of verbal and non verbal working memory in the experimental and control groups of the students, and the teaching method based on the Kotl-Horn-Carroll approach to strengthening the working memory of knowledge Students with a learning disorder characterized by dyslexia have been effective. It can be concluded that the education based on this approach increases the cognitive abilities of students with a specific learning disorder characterized by dyslexia and can be used as an effective intervention method.
saeed mohammadi molod; javad mesrabadi; Ramin Habibi-Kaleybar
Abstract
The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic ...
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The purpose of this study was to combine the results of various researches and to reach a general conclusion on the effectiveness of educational and therapeutic interventions on learning disorders and determining the role of gender and age of the subjects on the effectiveness of educational and therapeutic interventions on learning disorders; the meta-analysis method was performed. The statistical population of the present study was all available studies on the effectiveness of educational, therapeutic and psychological interventions on types of learning disabilities (including dyslexia, dysgraphia, and math disorders). After applying the entry and exit criteria, 128 research were selected as sample. Of these studies, 623 effects size were extracted and analyzed by CMA2 software. The results showed that the combined effect size of educational and therapeutic interventions on learning disabilities was significant in both fixed and random models (P≤0.001) and, based on interpretative criteria, a large amount was evaluated. Also, the results of evaporation and independent t-test showed that the effect of age and gender as moderating variables was not significant (P≤0.001). Therefore, it can be concluded that educational and therapeutic interventions have very good efficacy and the variables of gender and age of the subject have no effect on the effectiveness of interventions.
Abbas Ali Hosseinkhanzadeh; Mona Latif; mahbobeh taher
Abstract
Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students ...
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Dyslexia is the most common learning disability that involves about 80 percent of learning’s problems to itself. The aim of this study was to compare the effectiveness of computer-assisted working memory rehabilitation and multisensory method on improvement of the executive functions of students with Dyslexia. The research methodology is an experimental study with pretest-posttest design with two experimental groups and one control group. The statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 45 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 working memory rehabilitation program was trained to the first experimental group, during the first 11 sessions, multisensory education program, during the 9 session to the second experimental group, while the control group did not receive training in these areas. The results of comparing two methods showed that computer-aided working memory rehabilitation techniques more than multisensory method help to improves executive functioning of students with dyslexia in reading (p<0/001). Method of computer-aided cognitive rehabilitation by creating a learning experience that focuses on flexibility and restore brain function is impaired in children with dyslexia helps improve executive functions.
setareh shojaee; ghorban hemmati
Abstract
This study was aimed to examine the effectiveness of linguistic plays program on reading performance of male students with dyslexia. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 30 subjects (15 for experimental ...
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This study was aimed to examine the effectiveness of linguistic plays program on reading performance of male students with dyslexia. The study conducted under the experimental method with pre- and post-test along with the control group. The sample of the study included 30 subjects (15 for experimental group and 15 for control group), were selected by purposive sampling Method, among 8 to 12 age elementary students in Rodaki Learning Disorders Center. Subjects randomly assigned in experimental and control groups. Reading Distinction Test of Shirazi and Nilipour were used as a tool of data collection in before and after intervention. Experimental group sequentially received 16 sessions of linguistic plays program in 8 week. The data were analyzed by using of multivariate analysis of covariance (MANCOVA). The results showed that the linguistic play program have a significant effect on reading performance (reading comprehension skills, reading speed and reading accuracy skills) of male students with dyslexia (P<.0001). Therefore, we can use of linguistic plays program for improving the reading performance of students with dyslexia.
Aida yahyazadeh; Abbasali hossein khanzadeh
Abstract
The present study is conducted with the aim of analyzing the effectiveness of story reading training in increasing the reading motivation of dyslexic students. In terms of methodology, this research project is a pilot study and uses the pretest-posttest control-group design. The statistical population ...
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The present study is conducted with the aim of analyzing the effectiveness of story reading training in increasing the reading motivation of dyslexic students. In terms of methodology, this research project is a pilot study and uses the pretest-posttest control-group design. The statistical population of the study is comprised of all elementary students with dyslexia in Rasht, Iran, in the academic year 2013-2014. 24 of these students were selected via convenience sampling and randomly placed into experimental and control groups. The data collection instruments of this study include the Wechsler Intelligence Scale for Children (WISC) (Wechsler, 1969), the Official Reading and Dyslexia Test (ORDT) (Karami-noori and Moradi, 2009), and the Motivations for Reading Questionnaire (MRQ) (Wigfield and Guthrie, 1997). The experimental group students attended eight sessions of story reading training whereas the control group students did not receive any training. An analysis of covariance between pretest and posttest reading motivation scores showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the overall posttest scores of reading motivation. Besides, a test on the effects of intergroup contact showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the posttest scores of reading motivation subscales. According to the results of this study, it can be concluded that story reading strategies training can be used as an effective educational program in solving the problems of dyslexic students.
zohre ahangarghorbani; abbasali hosein khanzade; mahnaz khosrojavid; abbas sadeghi
Abstract
The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in ...
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The purpose of this study was examining the impact of executive functions training on social skills in students with dyslexia. This study is an experimental one with pre-test, post - test and control group design. The statistical population of this research includes all the students with dyslexia in second and third grade of elementary schools of Abbas Abad in Mazandaran province in school year of 2012-2013, which 20 of them were selected based on entering qualities and assigned in experimental and control groups randomly. Executive function training was taught to experimental group within ten sessions for a period of one month, while the control group did not receive this training. Both groups were assessed in pre- test and post- test using social skills questionnaire (Gresham, 1999). Analysis of data using multivariate covariance indicated that there was significant difference between two groups on social skills. So, we can conclude that in education and treatment students with dyslexia, strengthening executive functions should be considered on of the basic dimensions for experts and educators.
Abolghasem Yaghoubi; Hosein Mohagheghi; Maryam Ghafoori Asar; Khosro Rashid
Volume 3, Issue 9 , April 2013, , Pages 21-32
Abstract
This research aims at studying the effects of Fernald multi-sensory & Frostig visual perception methods on improvement of reading performance in 2nd grade dyslexic male students in elementary schools in Hamedan. The subjects are 45 2nd grade dyslexic male students in elementary schools in Hamedan, ...
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This research aims at studying the effects of Fernald multi-sensory & Frostig visual perception methods on improvement of reading performance in 2nd grade dyslexic male students in elementary schools in Hamedan. The subjects are 45 2nd grade dyslexic male students in elementary schools in Hamedan, out of which 15 students are placed in Fernald multi-sensory experimental group and 15 others in Frostig visual perception experimental group. The remaining 15 students are considered as the control group. The subjects are selected from a population through dyslexia check list based on teachers’ idea. In order to homogenize the groups, Raven's Children IQ Test is used. After performing the pre-test, Multi-sensory experimental group receives Fernald multi-sensory instruction, and the visual perception experimental group receives Frostig visual perception instruction for 10 sessions. However, the control group does not receive any instructions. Falah Chay Reading Test (1995) is administered for the three groups as pre-test and post-test. For data analysis, T-Test and Analysis of Covariance are used. The results show that the groups trained with Fernald multi-sensory and Frostig visual perception methods perform better in reading, comprehending the meaning of sentences and reading performance than the control group. Meanwhile, the group trained with Fernald multi-sensory has a better performance in reading and comprehending the meaning of sentences in comparison with the one receiving the Frostig visual perception method. It can therefore be concluded that the above said methods can improve the reading performance in dyslexic male students, and among these two methods, Fernald multi-sensory method may be applied as the more effective method in improvement of the reading performance in these students.
Zeynab Khanjani; Hooshang Mahdavian; Parichehr Ahmadi; Touraj Hashemi; Leyla Fathollapour
Volume 2, Issue 6 , June 2012, , Pages 135-157
Abstract
Objective:The aim of this study is to determine the effect of Fernald’s multisensory method on dyslexic children.
Method: To this end, one male and one female student with dyslexia were selected by convenience sampling and were trained using Fernald’s multisensory approach. The present study ...
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Objective:The aim of this study is to determine the effect of Fernald’s multisensory method on dyslexic children.
Method: To this end, one male and one female student with dyslexia were selected by convenience sampling and were trained using Fernald’s multisensory approach. The present study is conducted within the framework of an empirical case study using the single-subject research design. For this purpose, 20 training sessions were held with two-month and three-month follow-ups. In order to evaluate children’s development, the test of reading and dyslexia (NAMA) was administered.
Results: The results show improvement in the tested children, whose condition remained stable in the two-month and three-month follow-ups. It is suggested that other age and educational groups are used in future researches.
Zeynab Khanjani; Hooshang Mahdavian; Parichehr Ahmadi; Tooraj Hashemi; Leyla Fathollahpour
Volume 2, Issue 8 , February 2012, , Pages 117-147
Abstract
This study aims at comparingthe effect of Neurofeedback and Fernald’s multisensory approach on treatment of students with dyslexia. For this purpose,six students (threegirls and three boys) with dyslexia were selected by convenience sampling from five LD centers in Tabriz city and were randomly ...
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This study aims at comparingthe effect of Neurofeedback and Fernald’s multisensory approach on treatment of students with dyslexia. For this purpose,six students (threegirls and three boys) with dyslexia were selected by convenience sampling from five LD centers in Tabriz city and were randomly divided into three groups; each included one male and one female. The first group received both Neurofeedback treatment and Fernald’s method, while the second group received Neurofeedback treatment only and Fernald’s multisensory approach was applied tothe third group.In this empirical case study with single baseline design, Nama reading and dyslexia test was used to evaluate students. Findings show that all subjects improved and the progresswas constant after two and three months. Eclectic treatment has the best results and students who received Fernald’s approach have better progress than those who received Neurofeedback. Also, while Neurofeedback improved comprehension and Fernald’s method helped students to develop expression skills, eclectic treatment affected both comprehension and expression skills.