The Effectiveness of Neurocognitive Rehabilitation On the Math Performance and Working Memory of Students with Dyscalculia

Cognitive functions are one of the most important effective factors in students with dyscalculia. The present research aims to investigate the effectiveness of neurocognitive rehabilitation program on math performance and working memory of students with dyscalculia.
This study was a quasi-experimental study with pretest-posttest design. Thirty elementary students with dyscalculia were selected using convenience sampling, and then the experimental and control groups (each 15 individuals), were matched in terms of age, gender, intelligence, and school grade. The subjects of the experimental group received twenty 45-minute sessions of neurocognitive rehabilitation. To collect the data, Wechsler Intelligence Scale (WISC-R) test, Iran Key Math Diagnostic test, Digit Span test, Counting Span task, and Corsi Blocks task, were used.
In this study, the results of covariance analysis showed that the scores of the experimental group in working memory (digit span, counting span) posttest and in Key-Math posttest, were higher than the control group.
The results of this study is indicative of the effectiveness of cognitive rehabilitation in working memory (phonological loop, central executive) and math performance (operation and applications) in students with dyscalculia.