The Comparison of Effects of Computer Cognitive Rehabilitation (ARAM) and Practical Rehabilitation Games (Attention Games) on Working Memory, Response Inhibition, and Reading Comprehention of Students with Dyslexia

Dyslexia as one of the most prevalent learning disabilities that may cause problems in other fields academic and failure of primary school students. Thus, the present study was conducted to compare the effect of computer cognitive rehabilitation (ARAM) and practical rehabilitation games (attention games) on working memory, response inhibition, and reading comprehention of students with special learning disorder (dyslexia).

The current research was a quasi-experimental study with a pre-test post-test desing that included two experimental group and one control group. The population of this study consisted of all primary school students from second to fifth of Andimeshk City who that are studying in the 2021-2022. Sixty student were selected trough convenient sampling and placced in three groups of 20 people (two experimental groups and one active control group). For the first group, a computerized cognitive rehabilitation game and for the second group, a practical rehabilitation game was performed in 11 sessions of 45 minutes; while the control group did not receive intervention. The three groups in pre-test and post-test, were answered, wechsler working memory Test , Go/no go Test and Reading and Dyslexia Test (NEMA) and the data from these tools were analyzed using the multivariate covariance analysis and Benferoni's paired comparison test

The results of data analysis showed that cognitive rehabilitation games (computer and practical) improve working memory, response inhibition, and reading comprehention of students with dyslexia (p< 0/05). Also bonferroni test showed that computer rehabilitation is more effective compared to practical games.

According to the results of this study, cognitive rehabilitation games (computer and practical) can be used as an afficient method in the treatment of reading learning disorder by consultants and experts.