Learning difficulties dyslexic students, they have difficulties in school, home and daily life faced, making it difficult for them on academic achievement and sustainability. Interaction between the learning disorder, cognitive development, growth and cognitive development vision is established, has led to reduced activity in the visual perceptual learning difficulties with reading deficits, play an important role. Hence, the purpose of this study was to identify the cognitive-visual-frostig method on the reading skills of students with dyslexic learning disorders.
This study is a single study subject using time series design group (AB) was performed. The sample consisted of three male students with reading disabilities studying in the third grade of elementary school in school year 1395 in 96 formed the city Khodabande. To check the status of data collection problems reading the subjects, using reading, dyslexia symptoms and tests of reading and dyslexia checklist was facing. In order to enhance reading comprehension, all three subjects received 18-sessions (9 weeks and 2 sessions each week) in group sessions, developed advanced cognitive-visual activities based on frostiges .Analysis of the data using the method of assessing students' reading difficulties and visual analysis was carried out by Table Measure and the type of problem.
The results of the evaluation of reading problems before and after training activities Frostig showed that visual perception can be up to twice the visual perceptual activity, the subjects' scores on any cognitive domains of attention, memory, visual, auditory, visual clarity, Audio, video sequences, audio and reduce errors.
The results of this study show the impact that exercise enhanced activity in reducing visual perception of students with learning disorders have problems reading, It is suggested that an exceptional education officials, teachers and parents to organize courses to raise awareness of the effects of this exercises and skills.