Effectiveness of hand - thinking playing LEGO on learning in children with reading disabilities

Research has shown the effectiveness of different types of skill and thinking games individually on improving reading skills in children with reading disorders, but is the combination of skill and thinking games effective in learning children with reading disorders?

Therefore, the present study aimed to investigate the effect of LEGO skill-mental game on the amount of learning in children with reading disabilities.

The research method was quasi-experimental with pretest-posttest design with control group. The statistical society included all 3rd grade elementary school children with a learning disorder in reading and writing in Tehran. 50 children were selected through available sampling. Then, 30 children with high levels of learning disabilities were selected randomly and replaced in two groups of 15 people (one experimental group and one control group).Each of the children in the experimental group received 12 sessions of Lego's intellectual-linguistic training with a phonological awareness group, once a week for 60 minutes. The research instrument consisted of Reading and Dyslexic Test. Data were analyzed by MANOVA analysis in SPSS software.

The results showed that the learning level of children with reading disorder in the experimental group (Lego skill-intellectual game) increased compared to the control group in the post-test phase.

The results of this study showed the use of the Lego game can improving the analysis and problem solving power and social relationships as a new learning system improved the learning of children with learning disabilities.