visual-spatial memory

Reading disorder is one of the specific learning disabilities that can be associated with deficits in executive functions, particularly visual-spatial memory. This study aimed to evaluate the effectiveness of Captain's Log software-based cognitive rehabilitation in improving the visualspatial memory of students with reading disorders.

The study employed a quasi-experimental design with a pretest-posttest and a control group. The statistical population included all second- to fifth-grade students with reading disorders in Tehran. A sample of 30 students was identified through convenience sampling and randomly assigned to experimental and control groups. Data were collected using a visual-spatial memory assessment software. The experimental group participated in 15 sessions of Captain's Log cognitive rehabilitation, each lasting 40 minutes and conducted twice weekly, while the control group continued their regular school activities.

Data analysis revealed that the Captain's Log cognitive rehabilitation program significantly improved the visual-spatial memory of the experimental group (P<0.05).

In conclusion, Captain's Log software-based cognitive rehabilitation can be considered an effective intervention method for improving the visual-spatial memory of these students.

The purpose of this study is to compare the cognitive profile (Visual-spatial working memory, short-term memory and cognitive planning) in children with writing disability and normal children. The research was a causal-comparative study. Its statistical population consisted of students aged 7-11 years old with specific learning disorder at Learning Disorders Center in Ardabil city. Thirty students were selected by convenient sampling. Also the normal group consisted of 30 students randomly selected according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools to be compared with the groups. Data were collected using Benton's visual-spatial memory scales, Proteus's mazes, short-term memory and Wexler's forward and reverse short-term memory span and were analyzed through MANOVA. The findings showed that students with dysgraphia in visual-spatial memory, cognitive planning and short-term memory and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dysgraphia had lower performance compared to normal students in visual-spatial working memory components, short-term memory and cognitive planning.