Volume 26, Issue 12 (2-2020)
RJMS 2020, 26(12): 91-102 |
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Ranjbar M J, Basharpoor S, Sobhi-Gharamaleki N, Narimani M. Comparing the effectiveness of computerized cognitive rehabilitation and neuro-psychological exercises on Improving reading speed, accuracy and comprehension in students with dyslexia. RJMS 2020; 26 (12) :91-102
URL: http://rjms.iums.ac.ir/article-1-5889-en.html
URL: http://rjms.iums.ac.ir/article-1-5889-en.html
University of Mohaghegh Ardabil, Ardabil, Iran , ranjbar_mohamadj@yahoo.com
Abstract: (3355 Views)
Background: Numerous methods have been tested in the field of rehabilitation of dyslexic students. The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and neuro-psychological exercises on reading speed, accuracy and comprehension of students with dyslexia.
Methods: The method was quasi-experimental and its design was multi-group with pretest and posttest phases. The statistical population was included all elementary school students with developmental dyslexia of Amol and Mahmood-abad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 samples were selected by convenience sampling and assessed by Raven IQ test and a Persian version of reading and dyslexia test (NAMA). Samples were randomly assigned to experimental and control groups after confirming diagnose from LD experts. Interventions were conducted in methods of computer-based cognitive rehabilitation and practical cognitive rehabilitation for experimental groups in 14 sessions, but the control group did not receive any intervention. Reading speed, accuracy and comprehension were measured via NAMA test in two pre-test and post-test stages. Data were analyzed by multivariate analysis of covariance with Bonferroni post-hoc test.
Results: The results showed that computerized cognitive rehabilitation was more effective on the amount of reading speed and accuracy, but in comprehension, the practical method was more effective.
Conclusion: Computerized cognitive rehabilitation and practical cognitive rehabilitation are effective on dyslexia and these interventions can be complementary to each other in order to improve reading performance.
Methods: The method was quasi-experimental and its design was multi-group with pretest and posttest phases. The statistical population was included all elementary school students with developmental dyslexia of Amol and Mahmood-abad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 samples were selected by convenience sampling and assessed by Raven IQ test and a Persian version of reading and dyslexia test (NAMA). Samples were randomly assigned to experimental and control groups after confirming diagnose from LD experts. Interventions were conducted in methods of computer-based cognitive rehabilitation and practical cognitive rehabilitation for experimental groups in 14 sessions, but the control group did not receive any intervention. Reading speed, accuracy and comprehension were measured via NAMA test in two pre-test and post-test stages. Data were analyzed by multivariate analysis of covariance with Bonferroni post-hoc test.
Results: The results showed that computerized cognitive rehabilitation was more effective on the amount of reading speed and accuracy, but in comprehension, the practical method was more effective.
Conclusion: Computerized cognitive rehabilitation and practical cognitive rehabilitation are effective on dyslexia and these interventions can be complementary to each other in order to improve reading performance.
Keywords: Computerized cognitive rehabilitation, Neuro-psychological exercises, Reading speed, Reading accuracy and comprehension
Type of Study: Research |
Subject:
Pediatric Neurology
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