جستجوی مقالات مرتبط با کلیدواژه "dyslexia" در نشریات گروه "پزشکی"

Dyslexia, a specific learning disorder characterized by reading difficulties, can significantly impact students’ academic progress and social-emotional well-being. This study investigated the effectiveness of cognitive-behavioral play therapy (CBPT) on behavioral adjustment and problem-solving skills in students with dyslexia. A quasi-experimental design with a pre-test, post-test, and follow-up with a control group was employed. The population consisted of all elementary school students in Tehran, Iran, who were diagnosed with dyslexia at learning disability centers in the 2022-2023 academic year. Using a convenience sampling method, 30 participants were selected from the target population and randomly assigned to either the experimental (CBPT) or control group. The Adaptive Behavior Scale (ABS) and the Problem-Solving Style Questionnaire (PSSQ) were used to assess the participants. The experimental group received eight 60-minute CBPT sessions based on cognitive-behavioral therapy techniques, while the control group received no intervention during this period. Repeated measures ANOVA, along with Bonferroni post-hoc tests, were employed to analyze the data using SPSS version 27.0. At pre-test, both groups exhibited similar levels of behavioral adjustment (CBPT group: 229.06±22.37; control group: 229.26±25.10) and problem-solving skills (CBPT group: 7.33±1.87; control group: 7.66±2.09). Post-intervention, the CBPT group demonstrated a significant improvement in behavioral adjustment (209.86±20.20) compared with the control group (228.40±24.12). In contrast, the control group showed no significant change in behavioral adjustment. Regarding problem-solving skills, the CBPT group exhibited a notable increase (10.20±2.36) after the intervention, while the control group demonstrated a slight improvement (7.80±2.30). The results revealed that CBPT significantly improved behavioral adjustment and problemsolving skills in the post-test phase (P<0.001). Follow-up results indicated the sustained effectiveness of the CBPT intervention. CBPT emerged as an effective intervention for enhancing behavioral adjustment and problem-solving skills in students with dyslexia. The findings highlighted the potential of CBPT to address the social-emotional and academic challenges faced by this population.

Dyslexia, a learning disorder characterized by reading difficulties, can also impair memory function in students.

This study aimed to address the gap in knowledge regarding the effectiveness of brain training exercises in enhancing memory function in this population. We investigated whether such interventions could improve academic success for students with dyslexia.

A quasi-experimental design was utilized, incorporating pre-test, post-test, and 45-day follow-up measurements, with a control group for comparison. The target population comprised elementary school students diagnosed with dyslexia at learning disability centers in Tehran, Iran, during the 2022 - 2023 academic year. Using convenience sampling, 30 participants were selected and then randomly assigned to either the experimental (brain training) or control group through simple random assignment. Visual memory and digit-letter sequencing abilities were assessed using validated tools: The Visual Memory Questionnaire and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Digit-Letter Sequencing subtest, respectively. The experimental group participated in eight brain training sessions, each lasting 60 minutes, while the control group received no intervention during the study period. Data analysis was performed using SPSS version 27.0. Repeated measures ANOVA with Bonferroni post-hoc tests were employed for data analysis.

Post-test visual memory scores were significantly higher in the brain training exercises group (M = 8.73, SD = 1.60) compared to the control group (M = 5.30, SD = 1.25). Auditory memory scores demonstrated a similar trend, with the brain training group outperforming the control group (M = 10.80, SD=1.78 vs. M = 6.86, SD = 1.99). The brain training program produced significant improvements in visual and auditory memory among students with dyslexia, as evidenced by post-test results (P < 0.001).

This finding suggests a robust positive effect of the intervention on memory function. These results suggest that brain training exercises can be a promising intervention for enhancing memory function in students with dyslexia.

The aim of this study was to compare the Visual Evoked Potential (VEP) findings in patients with dyslexia and in normal individuals.

In this case-control study, we evaluated 26 eyes from 13 dyslexic patients over the period of 2018-2022. The control group consisted of 26 eyes from 13 age- and sex-matched healthy individuals. VEP was recorded for both the case and control groups. We compared the latency (in milliseconds) and amplitude of the VEP P100 peak between the patients and the controls.

The mean latency of the VEP P100 peak was significantly higher in the patient group, measuring 108.92 ± 3.84 milliseconds, compared to 97.46 ± 2.8 milliseconds in the control group (P < 0.01). Additionally, the mean amplitude of the VEP, P100 peak in the case group was significantly lower, at 2.96 ± 1.12 microvolts, in contrast to 6.38 ± 1.6 microvolts observed in the control group (P < 0.01).

Based on the findings of this study, it is concluded that dyslexia may influence the visual pathway of the visual system, leading to changes that could potentially be evaluated using VEP testing.

Dyslexia affects the brain's capacity to receive, store, and respond to information, and it is necessary to apply timely and appropriate treatment measures to prevent or improve students' problems. This study aimed to investigate and compare the effectiveness of techniques for brain rehabilitation, intervention based on Barclay's model, and neurofeedback on improving executive Functions, reading performance, and attitude towards reading in children with dyslexia.

This study falls under semi-experimental research with a pretest-posttest design and a control group. The statistical population included all 8-12-year-old students with dyslexia in Shahood city during 2023, alongside their parents and teachers. Out of these, 60 students were chosen through purposive sampling and randomly assigned to four groups (one control group and three experimental groups). Data collection tools comprised the Behavioral Rating Inventory of Executive Function (BRIEF), the Official Reading and Dyslexia Test (NAMA), and the Attitude Test by McKenna and Kerr (1990). The data were subjected to a multivariate analysis of covariance using SPSS26 software.

According to the obtained results, two methods of intervention based on the Barclay model and cognitive rehabilitation were effective in improving the reading performance of children with dyslexia, but the intervention based on the Barclay model was more effective than other methods for improving their reading performance; Because the timely strengthening of children's reading skills by parents who spend a long time with their children will be highly effective in improving the learnability of this group. Therefore, from a practical point of view, it can be considered essential and basic skills needed by dyslexic students in the early stages and lower levels of education to have better preventive results.

According to the results, proper planning should be done to identify children with problems and take appropriate action to prevent problems in them.

This research marks the exploration into comparing the effectiveness of two reading interventions in improving reading outcomes for third to fifth-grade Farsi-speaking students with dyslexia.  

In this  randomized control trial study,  twenty students in Tehran were randomly assigned to a multi-component group and a comprehension-based intervention group, each receiving 36 sessions of 45 minutes. The effectiveness of the interventions was evaluated using adjusted mean differences with a one-way ANCOVA.   

The results revealed the comprehension-based intervention's superior effect size across most outcomes, except for the letters string. The effect size was large for word reading 0.93 (CI -0.002 to 1.85), medium for phoneme deletion 0.67 (CI -0.23 to 1.5), small for text comprehension 0.25 (CI -0.62 to 1.13), and trivial for both rhyme identification 0.1 (-0.77 to 0.98) and non-word reading 0.11 (CI -0.76 to 0.98). The multi-component intervention had a greater effect size on letters string than the other intervention, although it was small -0.21 (CI -1.09 to 0.66).  

The study concluded that comprehension-based intervention was more effective for Farsi-speaking students with dyslexia in grades 3-5, emphasizing the need for diverse intervention approaches to address their specific needs.

This study aimed to investigate the relationship between fine motor skills and reading components and compare the fine motor skills of normal children and children with dyslexia.

In this study, 47 children with dyslexia children and 47 normal children in the first to the third grade of elementary school in the age range of seven to nine years were examined with the Bruininks- Oseretsky Test of Motor Proficiency and NEMA reading test. Data were analyzed using Kolmogorov-Smirnov, Shapiro-Wilk, U Mann-Whitney methods, multiple linear regression, and Spearman correlation coefficient.

The results showed children with dyslexia were significantly weaker in fine motor skills than normal children (p <0.001). In addition, a relationship existed between the subtest of response speed and reading accuracy in normal children, but it was in normal children. A significant relationship was found between visual-motor control subtests and Upper-limb speed and dexterity with reading accuracy and speed. None of the motor subtests were related to reading comprehension. In children with dyslexia, no association was found between motor subtests and reading components.

Seemingly, fine motor skills can be used as an essential factor along with other effective factors in improving the reading skills of children with reading disabilities

Dyslexia is a prevalent neurodevelopmental condition that is characterized by inaccurate and slow word recognition. This article reviews neural correlates of dyslexia from both electrophysiological and neuroimaging studies.

In this brief review, we provide electrophysiological and neuroimaging evidence from electroencephalogram (EEG) and magnetic resonance imaging (MRI) studies in dyslexia to understand functional and structural brain changes in this condition.

In both electrophysiological and neuroimaging studies, the most frequently reported functional impairments in dyslexia include aberrant activation of the left hemisphere occipito-temporal cortex (OTC), temporo-parietal cortex (TPC), inferior frontal gyrus (IFG), and cerebellar areas. EEG studies have mostly highlighted the important role of lower frequency bands in dyslexia, especially theta waves. Furthermore, neuroimaging studies have suggested that dyslexia is related to functional and structural impairments in the left hemisphere regions associated with reading and language, including reduced grey matter volume in the left TPC, decreased white matter connectivity between reading networks, and hypo-activation of the left OTC and TPC. In addition, neural evidence from pre-reading children and infants at risk for dyslexia show that there are abnormalities in the dyslexic brain before learning to read begins.

Advances in comprehending the neural correlates of dyslexia could bring closer translation from basic to clinical neuroscience and effective rehabilitation for individuals who struggle to read. However, neuroscience still has great potential for clinical translation that requires further research.

Metacognitive processes are an aspect, through which students can significantly affect their learning process, allowing them to engage in multiple tasks simultaneously. This research was done to investigate the effectiveness of the metacognitive knowledge and skills program on visual and auditory dyslexia in students with learning disabilities.

This study employed a semi-experimental design with a pre-test-post-test approach and a control group. The study population consisted of all second- and third-grade elementary school students with learning disabilities in Tehran who were supervised in educational centers. The research sample consisted of 30 students with dyslexia (15 participants in the experimental group and 15 in the control group). The Wechsler Intelligence Scale was used to measure dyslexia. Descriptive analysis was employed to calculate means and standard deviations, while inferential analysis using analysis of covariance was used to analyze the data at an inferential level. Data were analyzed by SPSS 23.

The results showed the effectiveness of the Jager metacognitive knowledge and skills program in visual and auditory dyslexia in students with learning disabilities (p<0.001).

It can be generally concluded that the Jager metacognitive knowledge and skills program can mitigate the challenges of visual and auditory dyslexia in students with learning disabilities. It is recommended that this program be implemented for students with learning disabilities.

Context: 

There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention.

 This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention.

Evidence Acquisition: 

A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions.

 Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency.

 To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.

Through research on the role of storytelling skills in building learning and writing elements, little attention has been paid to assessing strengths and weaknesses in story structure, especially microstructure, in dyslexic students. The purpose of this study is to assess the role of this structure as a manifestation of the verbal and cognitive performance of these students.
This is a descriptive analysis study. To identify dyslexic students, the Screening test for dyslexia diagnosis by Shafii et al. and Shirazi-Nilipour's reading diagnostic test were used. A total of 31 dyslexic students at secondary elementary school were identified during testing, and the remaining subjects (n = 35 students) were assigned to the control group. The story retelling test was used to assess students' storytelling skills. A parametric test (independent-samples t-test) was used to compare normally distributed data. A nonparametric test (Mann-Whitney U test) was used for non-normal data. Pearson's correlation test was also used to examine correlations for normally distributed data, and Spearman's correlation test was used for non-normal data.
Students with dyslexia had significantly lower mean scores in all substructures of the macrostructure, including topic maintenance, sequence of events, and the main information. They also had significantly lower microstructure scores, including mean length of utterance, conjunction use, and syntactic complexity, compared to their normal counterparts  (p<0.05).
Dyslexic students perform worse than their peers on most micro- and macrostructures of the retelling test. In other words, these students have poor linguistic and cognitive prerequisites for understanding and mastering reading skills. On the other hand, the results show that there is a meaningful association between storytelling skills and subsequent reading and comprehension acquisition.

Dyslexia is a learning disability associated with reading difficulties in children. Due to the potential of poor school outcomes interventions have been employed to help students with dyslexia read. This study was aimed at identifying the sustainability of the effect of combined Visual Tracking Magnifier (VTM) and Ministry of Education (MOE) interventions and MOE intervention alone on the reading performance of school children with dyslexia after discontinuation of intervention.

This prospective, interventional study was conducted on primary school children with dyslexia aged 8 – 11 years. The participants underwent comprehensive ophthalmic and optometric examinations and were categorized into groups A, B, and C, comprising primary school children at level 1 or 2. Groups A and B received combined VTM and MOE interventions for 12 and 24 weeks, respectively, and group C received MOE intervention alone. The reading performance was assessed at baseline and 12, 24, and 36 weeks post-intervention.

Both components of the reading performance improved significantly for school children at both levels in all study groups (all P < 0.05). However, the reading performance improvement was only approximately 28% in group C and 38% – 50% in groups A and B. In group A, students at level 1 showed significantly improved reading speed from baseline to 12 weeks post-VTM intervention and reading rate from baseline to 24 weeks post-VTM intervention (both P < 0.05). Students at level 2 showed significantly improved reading speed and rate from baseline to 12 and 24 weeks post-VTM intervention (all P < 0.05). In group B, students at both levels showed significantly improved reading speed and rate from baseline to 24 and 36 weeks post-VTM intervention (all P < 0.05). Students at level 2 showed significantly improved reading speed 12 weeks after cessation of intervention (at 36 weeks post-VTM intervention) compared to 24 weeks post-VTM intervention (P < 0.05). The improvement remaining stable 12 weeks after discontinuation of intervention indicated a sustained effect.

Combined or individual intervention improved the reading performance of school children with dyslexia at levels 1 and 2. However, combined intervention showed a better reading improvement effect. Improvement in the reading performance was maintained after discontinuation of the VTM intervention. Further interventional studies with a longer study period after discontinuation of this optical intervention are required to confirm the long-term sustainability of its positive effects on the reading performance of school children with dyslexia.

Today, comparing the scores of tests and evaluation scales with each other and the correlation between them is done to check and compare the test’s accuracy in diagnosing reading problems. The present study investigated the correlation between the scores of the Persian reading comprehension assessment task (PRCAT) and the text comprehension subtest of the reading and dyslexia test (NEMA) in fourth and fifth-grade elementary school students.

In this study, 24 students from the fourth and fifth grades of elementary schools in Tehran City, Iran with normal reading skills participated. The set of items for the Persian reading comprehension assessment task and the text comprehension subtest of the NEMA test were taken from the students.

The results showed a positive correlation between the scores of the PRCAT and the text comprehension subtest of NEMA, and the correlation coefficient between them is 0.622 (r=0.622, P<0.01).

The results showed that the PRCAT has an acceptable validity compared to the text comprehension subtest of the NEMA test.