comparison of the effectiveness of computerized cognitive rehabilitation with cognitive-behavioral Play therapy on reading performance of dyslexic elementary school students

The objective of this study was to compare the effectiveness of computerized cognitive rehabilitation with cognitive-behavioral Play therapy on the reading performance of dyslexic elementary school students. The quasi-experimental study was conducted with a pretest-posttest design with a one-month follow-up. The statistical population of the study included all the students 8-12 years old who were referred to the Education and Rehabilitation Center in Karaj Education due to learning problems in the school year 2020-2021. In this regard, 45 students were purposefully included in the study and were randomly placed in two experimental groups and one control group (15 people in each group). Students of the experimental groups received sessions 10 weekly sessions of computer cognitive rehabilitation and cognitive-behavior Play therapy. The research tool included a reading and dyslexia test (EDT) (Karami Nouri, & Moradi, 2005) and Captain’s Log software (2018). Data were analyzed by mixed variance analysis. The results revealed that both of the methods of computer cognitive rehabilitation and cognitive-behavior therapy compared to the control group significantly improved reading performance (P<0.01) and the effect of both interventions lasted for one month. Also, there is no significant difference between the effects of the two interventional methods (P<0.05). Therefore, by applying any of the cognitive rehabilitation methods and cognitive-behavior Play therapy, an effective step can be taken to improve the reading performance of students.