Comparing the Effectiveness of two Cognitive Training Approaches on Reading Skill of Dyslexic Students

Document Type : Original Article

Authors

1 Master's Student, Field of Educational Psychology, Payam Noor University, Tehran, Iran.

2 Associate Professor, Department of Psychology, Payam Noor University, Tehran, Iran.

Abstract

Aim: The purpose of the present study was to compare the effectiveness of phonological awareness training and cognitive rehabilitation in improving reading skills (reading speed, reading accuracy, text comprehension, and phonological awareness) of students with dyslexia.
 
Method: The research method was quasi-experimental, using a pre-test and post-test design with a control group. The statistical population consisted of dyslexic students in the third and fourth grades of elementary school who were referred to the learning disorder center of Kashan city (2023-2024). Using an available sampling method, 36 students were selected and randomly divided into two experimental groups and one control group. For one group, phonological awareness training was implemented using the Amin program, and for the other group, cognitive rehabilitation was implemented using the Sam program. Each program consisted of 12 sessions, with each session lasting 45 minutes. To collect data, the Isfahan Reading Level Diagnostic Test (2005) was conducted. Multivariate analysis of covariance was used to analyze the data.
 
Results: The results showed that the phonological awareness training method was effective in improving the components of reading accuracy, text comprehension, and phonological awareness (P<0.05). Cognitive rehabilitation was effective in improving the components of reading speed, reading accuracy, text comprehension, and phonological awareness (P<0.05) in the experimental groups.
 
Conclusion: According to the obtained results, both phonological awareness training and cognitive rehabilitation improve reading skills in dyslexic students. These methods can be used as effective treatments for learning disorders by counselors and specialists.

Keywords

Main Subjects


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