The Comparison of Visual and Auditory Working Memory Between Children at Risk of Neuro/ Development Disorders with a Neuro/ Cognitive Computerized Program

The aim of this study is to compare auditory and visual working memory of the children at risk of ADHD and dyslexia, with a designed neuro/cognitive program, to inform of differences, screening and distinguishing these groups from each other and the normal ones, as soon as possible.
The design of the study is causal-comparative. The primary samples were selected with cluster random sampling method from the pre-schools before formal reading education. Their scores of auditory and visual working memory tasks in designed high validated and reliable neuro/cognitive tasks, were measured, and saved. These children were followed for two years. At the end of the second grade of elementary school, the children with definite diagnosis (ADHD, Dyslexia or normal), were selected and their working memory scores in preschool were compared.
The means differences of auditory and visual working memory between the groups were significant and this difference was more in auditory working memory. The auditory working memory score was more in all three groups, than visual working memory. Moreover, the score of visual working memory was very close in children at risk of dyslexia and ADHD, while their score of auditory working memory has a lot of difference.
This difference between the groups was significant (P0/05). The results could be used to improve the quality of educational intervention and rehabilitation.