The effectiveness of verbal self-instruction training on executive functions and visual motor coordination in children with dyslexia

This study investigated the effectiveness of verbal self-instruction training on executive functions and visual-motor coordination is the dyslexic students. This research is quasi-experimental and has used two-group pretest-posttest design. The population of the study included all children with dyslexia who referred to centers in Mashhad city in 2015. The sample consisted of 40 children with dyslexia that were selected and randomly assigned to two experimental and control groups (each group n = 20). Tower of Londo, Stroop, continuous operation test and Bender-Gestalt visual-motor coordination were used to collect data and the data were analyzed using MANOVA. The results showed that verbal self-instruction training on all the executive functions (exception of consistent errors in Stroop test) and visual-motor coordination is effective on dyslexic individuals (P˂ 0.001). According to the findings it was concluded that verbal self-instruction training is an effective treatment to improve symptoms of dyslexic children.