Comparing the Effectiveness of computerized cognitive training and Neuro-Psychological exercises on Improving working memory, executive functions and reading performance of students with dyslexia

Ranjbar, Mohammad Javad (2019) Comparing the Effectiveness of computerized cognitive training and Neuro-Psychological exercises on Improving working memory, executive functions and reading performance of students with dyslexia. Doctoral thesis, University of Mohaghegh Ardabili.

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Abstract

Research aim: The purpose of this study was to compare the effectiveness of two methods of computerized cognitive rehabilitation and practical cognitive rehabilitation in improving executive functions (working memory, planning, sustained attention) and reading performance (speed, accuracy and reading comprehension) in students with dyslexia. Research method: This study is a pretest-posttest experimental design with two experimental groups and one control group. The statistical population was elementary students with reading disorder who referred to learning disorder centers in the cities of Amol and Mahmoudabad in the academic year of 1397-98. 45 Subjects were selected by convenience sampling with Raven Diagnostic Intelligence Test, Reading and Dyslexia Test and were randomly assigned into three groups of study. Cognitive rehabilitation was performed in two practical and computerized methods both in 14 sessions for the two experimental groups and the control group did not receive any intervention. For pre-test and post-test evaluation, reading and dyslexia Texts and computer version of continuous performance tests, Tower of London and N-Back were used. Data were analyzed using multivariate analysis of covariance. Findings: The results indicated the effect of both methods on improving the desired functions, but comparison of the two methods showed that in working memory functions, sustained attention, reaction time and correct response indices in planning function and components of speed and accuracy in reading performance of the method, Computer rehabilitation was more effective. There was no significant difference in total score of planning function. In terms of reading comprehension, practical rehabilitation was more effective. Conclusions: The computerized approach, with audio and visual appeals, more accuracy in computation of task scheduling time, and immediate feedback provides better conditions for student to involve in task and facilitates the reinforcement of executive processing systems, but both methods can work together and complement each other In cognitive rehabilitation of dyslexic students.

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