Effectiveness of Verbal Working Memory Intervention on the Performance of Emotional Working Memory of Students with Dyslexia

, The aim of the present study was to investigate the effectiveness of verbal working memory intervention on the emotional working memory of students with dyslexia. This was an experimental study with the pre-test, post-test and control group design. Participants in the study were a sample of 20 male primary school students diagnosed with dyslexia from centers for learning disabilities in Alborz province in the academic year 2017-2018. They were randomly assigned to the experimental and control groups, each with 10 participants. The experimental group received the verbal working memory program for 10 sessions. Participants in both groups completed the Reading and Dyslexia Test and Arjmandnia’s Emotional Working Memory Questionnaire correspondingly to evaluate their dyslexia and to assess their emotional working memory. The obtained data were analyzed through the analysis of covariance using SPSS. The results showed that the intervention of verbal working memory improves emotional working memory and dyslexia of students. Based on the finding of the present study, it can be concluded that the verbal working memory intervention was effective in improving emotional working memory and dyslexia.