The efficacy of improving visual memory through play therapy on reducing spilling errors in dysgraphia student

There are many hypotheses about cognitive deficiencies in students with dysgraphia and one of these hypotheses is deficiency in visual memory. The purpose of this study was to determine efficacy of improving visual memory through play therapy on reducing spelling errors in students with dysgraphia. In a quasi-experimental study (pre and post test design)، 30 students with dysgraphia were selected form referrals to Learning Disability center، using Wechsler Intelligence test، Fallahchai writing test and evaluation test of learning. Then they were randomly divided into two groups of experimental (15 students) and control (15 students). The experimental group was trained for improving visual memory through play therapy in 20 sessions during 3 months، while the control received no interventions during the similar period of time. One way ANOVA، Pearson correlation and t-tests were used to analyse the data. F ratio (visual memory: P < 0/05، cubes test: P < 0/05) of the post test of the experimental and control group showed a statistical difference in visual memory and Wechsler cube sub-test. The result of the independent t-test showed there was no statistical difference between gender in in their average scores of visual memory and cubes test in the post test (P > 0. 05). improving visual memory in students with dysgraphia revealed reduction of spelling errors. This intervention might result in these students controlled their writing process; purposefully perform their activity، in addition to gain correct writing of the word.