The Effectiveness of Working Memory Training on Inhibition and Reading Performance of Students with Specific Learning Disabilities (Dyslexia)

This study was aimed to examine effectiveness of working memory training on inhibition and reading performance of students with dyslexia. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 372 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 75 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group. The measurement tools consisted of Dyslexia Symptom Checklist, the Clinical Interview, Wechsler Intelligence Scale of Children-Revised, Reading and dyslexia test and Stroop test. The experimental group experienced the working memory training group therapy in 18 sessions of 45 minutes twice a week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures is used. Findings showed that working memory training has a significant effect on inhibition (p Finally, we may conclude that working memory training, as an effective and functional intervention, could be used to improve inhibition and reading performance of students with dyslexia.