Comparison of the Effectiveness Computer-Assisted Cognitive Remediation (CACR) and Multi-Sensory Method on Improvement Reading Performance of Students with Dyslexia

This study aimed to compare the effectiveness of computer-assisted cognitive remediation and multisensory method on improvement of reading performance of students with dyslexia, was carried out. The research methodology is an experimental study with pretest-posttest design with two experimental groups and one control group. The statistical population of this study consisted of all primary school dyslexic students in Rasht in 2014-2015 academic year that among them a sample of 45 students were selected by random sampling method and were assigned in both control and experimental groups randomly. Intelligence test (Wechsler, 2003) and the Formal Reading and Dyslexia test (Kormi Nouri & Moradi, 2008) were used to collect the data in this study. In this study, computer-aided cognitive remediation programs were trained to the first experimental group, during the first 11 sessions, multisensory education program, during the 9 session to the second experimental group, while the control group did not receive training in these areas. A comparison of average corrected two groups showed that computer-assisted cognitive remediation, compared with multisensory method on the components of the chain of words, rhymes, remove vocals, no words read and sign the letters (p<0/001) and on the component naming pictures have a greater impact, and the difference between two groups in reading performance of the other components is not significant. Multisensory and cognitive methods of computer software are effective for depth of learning and positive attitude in students with dyslexia.