en روانشناسی Psychology Original Article <span style="font-family:Times New Roman;"><span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><b><span style="font-size:10.0pt"><span style="line-height:115%">Background:</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%"> 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. </span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><b><span style="font-size:10.0pt"><span style="line-height:115%">Methods:</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%"> 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&ndash;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).</span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><b><span style="font-size:10.0pt"><span style="line-height:115%">Results:</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%"> The results indicated a significant improvement in working memory <span style="letter-spacing:-.1pt">(F =73.97, p<.001) </span>and attention scores <span style="letter-spacing:-.1pt">(F=43.61, p< .001)</span> in the experimental group compared to the control group in posttest. </span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><b><span style="font-size:10.0pt"><span style="line-height:115%">Conclusions:</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%"> 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.</span></span></span></span></span></span><br> &nbsp; Attention, Auditory-Visual Perception, Dyslexia, Working Memory 1663 1673 http://sbrh.ssu.ac.ir/browse.php?a_code=A-10-554-1&slc_lang=en&sid=1 Najmeh Sadat najme.sadat91@gmail.com 0000-0002-0468-5065 No Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran Mehdi Rezaei mehdi.rezaei15@birjand.ac.ir 0000-0002-0468-5065 Yes Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran Mohammad Hosien Salarifar Mehdi.rezaei15@birjand.ac.ir 0000-0002-1409-0946 No Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran