The Effectiveness of Neurofeedback Training in Reading Performance and Phonological Awareness in Dyslexic Students

Developmental dyslexia is considered as a specific impairment in reading ability despite of normal intelligence and adequate educational opportunities. Besides, it is regarded as one of the most common childhood disorders. According to recent progressive neuroscience studies and regarding that developmental dyslexia is a neurological disorder, neurofeedback training has been discussed for the improvementof dyslexic children. Therefore, the present research investigated the Effectiveness of Neurofeedback Training (NFT) in Reading Performance and Phonological Awareness of Students with Dyslexia. This study was a single subject study with multiple baseline design. Six dyslexic students (in the third and fourth grades) were assessed in the baseline stage. Then, intervention stage (including 20 NFT sessions) was conducted. During the treatments, repeated measures were performed. Finally, follow up measures were obtained. Data were collected from the Mikayili reading (2005) and Dastjerdi phonological awareness (2003) tests. For the assessment of clinical evaluation and treatment effects, cohen’sd was used. Results showed considerable improvements in phonological awareness with a large ES, as well as reading performance. Consequently, it could be suggested that Neurofeedback Training could be phonological awareness and reading performance of students with dyslexia.