Volume 9, Issue 2 (11-2025)
J Social Behav Communit Health 2025, 9(2): 1663-1673 |
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Sadat N, Rezaei M, Salarifar M H. The Effectiveness of Visual-Auditory Perception Training on Working Memory and Attention in Children with Dyslexia. J Social Behav Communit Health 2025; 9 (2) :1663-1673
URL: http://sbrh.ssu.ac.ir/article-1-304-en.html
URL: http://sbrh.ssu.ac.ir/article-1-304-en.html
1- Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran
2- Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran ,mehdi.rezaei15@birjand.ac.ir
2- Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran ,
Abstract: (80 Views)
Background: Attention and working memory are impaired as reading correlates in children with dyslexia. This study was conducted with the aim of determining the effectiveness of auditory-visual perception training on attention and working memory in these children.
Methods: The present research was a quasi-experimental study using a pretest-posttest design. The statistical population consisted of students referred to the learning disorders centers of Afagh, Shahid Hosseinzadeh, and Arvandroud in Birjand during the academic year 2024–2025. A total of 30 dyslexic students were selected through convenience sampling and randomly assigned into experimental group (n=15) and a control group (n=15). The experimental group participated in 16 sessions of auditory-visual perception training, while the control group received no intervention. To collect data, the Diagnostic Questionnaire for Specific Learning Disorders, the abbreviated form of the Stanford-Binet Intelligence Scale (ABIQ), the N-Back test, and the Continuous Performance Test (CPT) were used. Finally, data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The results indicated a significant improvement in working memory (F =73.97, p<.001) and attention scores (F=43.61, p< .001) in the experimental group compared to the control group in posttest.
Conclusions: These findings suggest that auditory-visual perception training can be effectively used as an intervention method to enhance attention and working memory in children with dyslexia.
Methods: The present research was a quasi-experimental study using a pretest-posttest design. The statistical population consisted of students referred to the learning disorders centers of Afagh, Shahid Hosseinzadeh, and Arvandroud in Birjand during the academic year 2024–2025. A total of 30 dyslexic students were selected through convenience sampling and randomly assigned into experimental group (n=15) and a control group (n=15). The experimental group participated in 16 sessions of auditory-visual perception training, while the control group received no intervention. To collect data, the Diagnostic Questionnaire for Specific Learning Disorders, the abbreviated form of the Stanford-Binet Intelligence Scale (ABIQ), the N-Back test, and the Continuous Performance Test (CPT) were used. Finally, data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The results indicated a significant improvement in working memory (F =73.97, p<.001) and attention scores (F=43.61, p< .001) in the experimental group compared to the control group in posttest.
Conclusions: These findings suggest that auditory-visual perception training can be effectively used as an intervention method to enhance attention and working memory in children with dyslexia.
Type of Study: Original Article |
Subject:
Psychology
Received: 2025/10/6 | Accepted: 2025/11/2 | Published: 2025/11/29
Received: 2025/10/6 | Accepted: 2025/11/2 | Published: 2025/11/29
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