workingmemory

Dyslexia is a Specific learning difficulty that could lead to academic and learning problems in students and has a very high prevalence in schools. the Aim of this study was to investigate the Effectiveness of educational intervention based on multiple learning systems on improving working memory and attention in Students with Reading difficulties.

This research has been quasi-experimental with pretest-posttest outline with a control group. Statical community of this study includes all dyslexic students of elementary school in Maragheh that 30 of them were selected by using available sampling through random sampling were located in two test and control groups. For each group, first, the pretest WISC-R test (5th version) and also the Reading and Dyslexia Test (Nema) (Karami & et al, 2009) attention test (Stroop) was performed. then, the intervention program based on learning systems was implemented on test group for 14 sessions (each session, 45 minutes. the data were analyzed using covariance analysis method.

According to the findings of the research, there was a significant statistical difference between the two groups of subjects in terms of working memory and the number of errors and reaction time in attention, and the number of errors in the experimental group was less than that of the control group, and the reaction time of the experimental group was less than that of the control group.

According to the statistical difference between the performance of the two groups of subjects, it can be concluded that the educational intervention based on learning systems is effective on working memory and attention and improves the performance of working memory and attention of students with reading difficulties. Therefore, it is suggested that teachers of special learning problems use these types of programs to improve the reading difficulty of their students.

Dyslexic students often suffer from disorders in working memory and visualmotor coordination, which is of importance in success or failure in academic performance. The present study was conducted to investigate the effects of Sensory-Motor Integration Training on working memory and visual-motor coordination of dyslexic students.

This research was a quasi-experimental study with control group pre-test and post-test design. The study population including all dyslexic students referred to special learning disability centers in Rasht in the academic year 2019-2020. They were selected by convenience sampling and then randomly assigned to either the experimental or control group (20 per group). The experimental group received the sensorymotor integration training program for 8 sessions of 60 minutes, while the control group underwent no intervention. Research instruments included the fourth edition of the Wechsler Children’s Intelligence Scale (2003) and Visual-motor perception test (Bender-Gestalt, 1938).

The findings of covariance analysis showed that sensory-motor integration training program had a significant effect on working memory and visual- motor coordination of dyslexic students (P<0/01).

Based on the results of this study, it can be concluded that the effects of sensory-motor integration training program on working memory and visual - movement coordination, can be considered as a viable option in designing psychological and educational programs for children with dyslexia.