Effectiveness of Visual Transformation Therapy with a Cognitive Information Processing Approach in the Treatment of Cognitive Dyslexia

Document Type : Original Article

Authors

1 PhD Candidate of General Psychology, Department of Psychology, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.

2 Professor, Department of Psychology, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.

3 Assistant Professor, Department of Psychology, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran

Abstract

The purpose of this study is to investigate the effectiveness of visual transformation therapy with a cognitive information processing approach in improving children with cognitive dyslexia. The method of this study is quasi-experimental with a pretest-posttest design and a control group. To select the statistical population, 140 students aged 7-9 years with specific learning disabilities who presented to Yeganeh center of Savojbolagh in Alborz province in 2018-19 school year were used. Then, 60 students with dyslexia were selected according to the available sampling method, of which only 20 students had a visual learning style. These twenty students were randomly assigned to the two study and control groups. The instruments were as follows: Wechsler Intelligence Scale, VAK Questionnaire, history case form and a reading disorder test administered by the researcher. Then, the students were divided into two homogeneous groups according to gender, age, educational level, and intelligence. Then, within two months, ISHINR, Cognitive Information Processing, Cattell - Horn - Carroll, and Visual Learning Style training sessions were conducted for the study group, while the control group received no training. At the end of the treatment sessions and 8 weeks after, the students were reassessed. The results of repeated measures analysis of variance showed that the effect of time and group effect were significant during the study (P<0.05). Thus, this method is effective and can be proposed for the treatment of cognitive dyslexia.

Keywords

References

Abu-Hamour, B., & Al-Hmouz, H. (2018). Cattell-Horn-Carroll broad cognitive ability profiles for dyslexia and intellectual disability. International Journal of Inclusive Education, 1-17.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.
Flanagan, D., & Harrison, P. (2012). Contemporary intellectual assessment: theory, tests and issues.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.
Hallahan, D. P. (1975). Comparative research studies on the psychological characteristics of learning-disabled children. Perceptual and Learning Disabilities in Children, 1, 29-60.
Lilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2011). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. John Wiley & Sons.
Moll, K., Snowling, M. J., & Hulme, C. (2020). Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders”. Scientific Studies of Reading. 24(1),1-6.
Razuk, M., Lukasova, K., Bucci, M. P., & Barela, J. A. (2019). Dyslexic children need more robust information to resolve conflicting sensory situations. Dyslexia.
Snowling, M. J., & Hulme, C. (2012). Annual Research Review: The nature and classification of reading disorders–a commentary on proposals for DSM‐5. Journal of Child Psychology and Psychiatry, 53(5), 593-607.
Toffalini, E., Marsura, M., Garcia, R. B., & Cornoldi, C. (2019). A cross-modal working memory binding span deficit in reading disability. Journal of Learning Disabilities, 52(2), 99-108.
Zaboski II, B. A., Kranzler, J. H., & Gage, N. A. (2018). Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-Horn-Carroll theory. Journal of School Psychology, 71, 42-56.
 
 
Empowering Exceptional Children
Volume 12, Issue 3 - Serial Number 3
February 2022
Pages 47-58

Files

History

  • Receive Date: 15 August 2020
  • Revise Date: 24 August 2020
  • Accept Date: 11 October 2020

Share

How to cite

Statistics