The effecacy of four brain processing skills training on the cognitive functions of students with dyslexia learning disability

Learning disorder is a concept that attracts more attention from teachers and families, and due to the high prevalence in schools, it needs special attention from researchers to identify practical and efficient intervention methods. A review of the researches shows that interventions such as training the skills of the four processes have received less attention.

This research was conducted in order to determine the effectiveness of four brain processing skills training on the cognitive functions of students with learning disabilities in reading (dyslexia).

This research was applied in terms of purpose and in terms of data collection method. It was semi-experimental based on pretest-posttest with control group and follow-up step. The statistical population consisted of students diagnosed with learning disabilities in reading in the second grade of elementary school of Tehran in the 2018-2019 year. Purposive sampling method was used to select the sample. Based on this, 20 of these people were selected and randomly replaced in two experimental and control groups. Subjects in the experimental group were trained for 10 sessions. The research tools included the Wechsler Intelligence Test for Children (WISC-V), the CAS test, and the brain processing training. Analysis of covariance and repeated measurements were used to analyze the data.

Based on the findings, four brain processing skills training was effective on cognitive functions (comprehension, perceptual reasoning, working memory and processing speed) of students with reading learning disorder at a significant level of 0.001.

Based on these findings, training workshops and courses on brain processing skills for specialists of learning disorder centers and also familiarizing the family with some important strategies of education of students with learning disabilities can lead to improvement in the condition of students' learning disorders.