Comparison of the effectiveness of executive functions training based on computer games and training of sensory integration exercises on word reading and text comprehension symptoms in dyslexic students

Document Type : Original Article

Authors

1 Ph.D. Student, Department of Exceptional Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Exceptional Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

3 Assistant Professor, School of Rehabilitation, Department of Physical Medicine and Rehabilitation Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

Abstract

The aim of this study was to compare the effectiveness of executive functions training based on computer games with the training of sensory integration exercises on word reading and text comprehension symptoms in dyslexic students.The study method was quasi-experimental with pre-test, post-test design and a control group and follow-up stage. The statistical population included all students with elementary school learning disability in districts 2 and 5 of Tehran (128 persons) in 2020-2021. 30 dyslexic students in the age of 8-11 (19 boys, 11 girls) were selected by available sampling and randomly assigned to three groups of 10 people. The experimental groups underwent intervention for 20 sessions of 30 minutes. The control group did not receive any intervention. Pre-test and post-test were performed, then after 4 months the follow-up test was performed again. Assessment tools included the Wechsler Intelligence Scale for Children-Revised- Forth Edition (WISC-4), Reading & Dyslexia Test (NEMA), N-back Test, Sensory Profile 2 (SP2). Data were analyzed by Two-factor mixed ANOVA method using SPSS23 software. The results showed that there was no significant difference in word reading score between computer experimental groups and sensory integration (p>.05). There is a significant difference between the comprehension scores of these two groups (p<.001). Based on the results, both interventions were effective, but there was a notable difference between the effectiveness of these interventions on reading symptoms and comprehension of dyslexic students (p<.001). In a 4-month follow up the Sensory integration practice intervention had a lasting effect that could be used as a useful intervention to help dyslexic students in learning disabilities centers.                  

Keywords

References

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History

  • Receive Date: 09 November 2021
  • Revise Date: 18 December 2021
  • Accept Date: 14 February 2022

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