Determining the effectiveness of verbal-linguistic games onthe executive functions of working memory, inhibition andreading concentration accuracy of late learning students

reading performance is one of the important subjects of learning in students, which can be effective in other aspects and subjects. The purpose of the present study was to determine the effectiveness of language-verbal games on the executive functions of working memory, inhibition, and accuracy and concentration in reading performance in late learning students.

The present research was based on a semi-experimental method and a pre-test-post-test design with a control group. The statistical population of the research included late learning boys and girls of the first grade of primary education available in Yazd city, who were studying in government schools in the academic year of 1402. The number of late learning students was 30 qualified volunteers with the approval of learning disorder center specialists and available sampling method and placed in two groups of 15 experimental and control subjects. The data collection tool included the checklist for diagnosing dyslexia (Karmi-Nouri and Moradi, 2014), the brief test (Jioya, 2000) and the fourth intelligence test (Wechsler, 2003). The training of language-verbal games on executive functions, working memory, inhibition and accuracy, concentration during 16 60-minute sessions three times a week for the participants of the experimental group before and after the pre- and post-test intervention, to analyze the information from the 23 spss software and from Multivariate analysis of covariance test was used to analyze the data.. Probability values less than (0.05) were considered statistically significant.

The results showed that, after removing the effect of the pre-test, the difference between the average scores of the experimental group and the control group in the post-test in working memory variable (p < 0.001), accuracy and concentration (p = 0.001) and inhibition (p <0.001) was significant. Also, the difference between the mean post-test scores of the experimental group and the control group in reading performance components was significant (p<0.001).