The Comparison of the Effectiveness of Executive Functions Training Based on Computer Games and Sensory Integration on Students’ Dyslexia Symptoms

Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.