Development and Evaluation of the Effectiveness of a Computer-Based Cognitive Rehabilitation Package on Reading Skills and Executive Functions of Students with Dyslexia

Karami, Yasaman; Momeni, Khodamorad; Yaseminejad, Parisa

doi:10.22034/ceciranj.2026.564802.2011

Development and Evaluation of the Effectiveness of a Computer-Based Cognitive Rehabilitation Package on Reading Skills and Executive Functions of Students with Dyslexia

Document Type : Original Article

Authors

Yasaman Karami ¹ ^¶

khodamorad momeni ²

Parisa Yaseminejad ³

¹ Master's Degree in General Psychology, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.

² Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.

³ Assistant Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.

10.22034/ceciranj.2026.564802.2011

Abstract

This research was conducted with the aim of developing and evaluating the effectiveness of a game-based computerized cognitive rehabilitation package on reading skills and executive functions (working memory, attention, problem-solving, and response inhibition) of second-cycle elementary students with dyslexia disorder. This mixed-methods research (qualitative-quantitative) was conducted with an exploratory design. In the qualitative section, a computerized cognitive rehabilitation package including 27 games was designed and validated. The statistical population included experts in the field of cognitive psychology and learning disorders, of which 5 people (1 cognitive psychologist, 2 learning disorder psychologists, and 2 experienced teachers) were selected through convenience sampling. The content validity of the package was evaluated using a researcher-made questionnaire. In the quantitative section, a quasi-experimental pretest-posttest design with a control group was used. The research sample included 30 dyslexic students (16 girls and 14 boys) who were randomly assigned to two experimental and control groups (15 people in each group). The experimental group received intervention during 12 sessions of 30 minutes. Research instruments included the Reading and Dyslexia Test (NEMA), N-Back Test, IVA-2 Test, and Tower of London Test. Data analysis was performed using SPSS software version 25 in two sections: descriptive and inferential statistics. The content validity index of the package was 0.81. The results showed that the intervention had a significant effect on most reading components including word comprehension, phoneme deletion, word reading, word meaning, rhyme, non-words and pseudo-words, and letter signs (P<0.001). Also, significant improvement was observed in three components of executive functions including response inhibition, attention, and working memory (P<0.01). The effect size was above 0.20 in most variables. No significant difference was observed in text comprehension, rhyming, picture naming, and problem-solving. The game-based computerized cognitive rehabilitation package is effective in improving reading skills and executive functions of dyslexic students and can provide a basis for designing more comprehensive rehabilitation programs in schools.

Keywords

Computerized Cognitive Games

Dyslexia

Executive Functions

Reading Disorder

Specific Learning Disorder

Subjects

Rehabilitation and therapeutic interventions for exceptional children and adolescents

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