The Effectiveness of Cognitive Rehabilitation on Improving Executive Functions, Performance and Attitude towards Reading in Children with Dyslexia
Authors
-
Marjan Dashtipour
PhD student, Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran
https://orcid.org/0009-0007-7713-3345
-
Mahboobe Taher
Assistant Professor, Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran
https://orcid.org/0000-0003-1320-3643
-
Hamid Vahedi
Assistant Professor, Department of Gastrointestinal Diseases, Faculty of Medicine, Shahroud University of Medical Sciences, Shahroud, Iran
https://orcid.org/0000-0002-3482-3457
-
Abbas Ali Hossein Khanzadeh
Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan. Rast, Iran
https://orcid.org/0000-0003-4060-0011
DOI:
https://doi.org/10.22100/ijhs.v10i1.1096Keywords:
Cognitive Rehabilitation, Executive Function, Reading Performance, Attitude towards Reading, Dyslexic Children, Learning DisabilityAbstract
Background: The present study aimed to investigate the effectiveness of cognitive rehabilitation on improving executive actions, performance, and attitude toward reading in children with dyslexia.
Methods: In terms of nature, the research method is practical and semi-experimental. The research design was pre-test-post-test with the control group. The statistical population includes all male and female students between the ages of 8 and 12 who were dyslexic and referred to learning disabilities centers in Shahroud City in 2023, from which a sample of 30 people was selected purposefully. The data collection tool was the behavioral rating questionnaire of executive actions, the official test of reading and dyslexia (Karma Nouri and Moradi, 2017), and the attitude test toward reading (McKenna and Kerr, 1990). The experimental group underwent cognitive rehabilitation training for children with dyslexia using working memory software for 11 sessions of 60 minutes, and the control group did not receive training during this period. For data analysis, univariate and multivariate analysis of covariance and Bonferroni post hoc test were used with the help of SPSS26 software.
Results: The results showed that cognitive rehabilitation training improved executive actions, reading performance, and attitude toward reading in dyslexic children. Therefore, it is suggested to use computer-aided cognitive rehabilitation due to its attractive environment and sound, image, and video for children with special needs who have a low threshold of patience and attention.
Conclusions: Because these children get tired and bored during training and need a strong stimulus to continue training, it is necessary to provide rewards at the time of success and by giving immediate feedback at the moment of failure.
References
Maughan B, Messer J, Collishaw S, Pickles A, Snowling M, Yule W, et al. Persistence of literacy problems: spelling in adolescence and at mid‐life. Journal of Child Psychology and Psychiatry. 2009;50(8):893-901. DOI: 10.1111/j.1469-7610.2009.02079.x
Hudson RF, High L, Otaiba SA. Dyslexia and the brain: What does current research tell us? The reading teacher. 2007;60(6):506-15. doi: 10.1598/RT.60.6.1
Ward A, Bush H, Braaten EB. Reading disorders/dyslexia. The Massachusetts General Hospital Guide to Learning Disabilities: Assessing Learning Needs of Children and Adolescents. 2019:21-37. doi: 10.1007/978-3-319-98643-2_2
Brooks AD, Berninger VW, Abbott RD. Letter naming and letter writing reversals in children with dyslexia: Momentary inefficiency in the phonological and orthographic loops of working memory. Developmental neuropsychology. 2011;36(7):847-68. doi: 10.1080/87565641.2011.606401
El Wafa HEA, Ghobashy SAEL, Hamza AM. A comparative study of executive functions among children with attention deficit and hyperactivity disorder and those with learning disabilities. Middle East Current Psychiatry. 2020;27(64):1-9. doi: 10.1186/s43045-020-00071-8
Spencer M, Cutting LE. Relations among executive function, decoding, and reading comprehension: An investigation of sex differences. Discourse Processes. 2021;58(1):42-59. doi: 10.1080/0163853X.2020.1734416
Barkley R. Executive functioning and self-regulation: Integration, extended phenotype, and clinical implications. New York: Guilford. 2011.
Fadaei E, Tavakoli M, Tahmasebi A, Narimani M, Shiri V, Shiri E. The relationship between executive functions with reading difficulties in children with specific learning disorder. Archives of Neuroscience. 2017;4(4). doi: 10.5812/archneurosci.13989
Moats LC, Tolman C. Language essentials for teachers of reading and spelling. Longmont, CO: Sopris West Educational Services. 2004.
Smith MC. A longitudinal study of the development of reading comprehension skills, metacognitive reading skills, and reading attitude: Childhood to adulthood: University of Wisconsin--Madison; 1988.
Wood RL. Towards a model of cognitive rehabilitation. Cognitive rehabilitation in perspective: Routledge; 2018. p. 3-26. doi: 10.4324/9780429490088-2
Baltaduonienė D, Kubilius R, Mingaila S. Computer-based cognitive rehabilitation for cognitive functions after stroke. Česká a slovenská neurologie a neurochirurgie. 2018;81(3).269-277 doi: 10.14735/amcsnn2018269
Balea M, Muresanu D, Alvarez A, Homberg V, Bajenaru O, Guekht A, et al. VaD-An integrated framework for cognitive rehabilitation. CNS & Neurological Disorders-Drug Targets (Formerly Current Drug Targets-CNS & Neurological Disorders). 2018;17(1):22-33. doi: 10.2174/1871527317666180219164545
Afshari A, Rezaei R. The effectiveness of Sand Smart software on executive functions (focused attention, the ability to organize and plan, and auditory and visual work memory) in students with dyslexia. Journal of Learning Disabilities. 2019;8(3):26-48.DOI: 10.22098/JLD.2019.787
Vesal MS, Nazari MA, Qaramaleki HB. The Effectiveness of Cognitive Rehabilitation in Improving Working Memory, Visual Processing, and Spatial Perception in Children with Math Learning Disorders.2022.9(3).78-92. doi: 10.52547/jcmh.9.3.8
Radfar F, Nejati V, Fathabadi J. The impact of cognitive rehabilitation on working memory and verbal fluency in dyslexic students (a single case study). 2016.40(10).17-26
Safari N, Baezzat F, Ghaffari M. Effectiveness of cognitive rehabilitation program on attention dimensions and reading efficacy in students with dyslexia. J Child Ment Health. 2020;7(3):167-81. doi: 10.52547/jcmh.7.3.14
Arjmandnia A, Sharifi A, Rostami R. The effectiveness of computerized cognitive training on the performance of visual-spatial working memory of students with mathematical problems. Journal of Learning Disabilities. 2014;3(4):6-24.DOI: 93-3-4-1
Arnqvist G. Mixed models offer no freedom from degrees of freedom. Trends in ecology & evolution. 2020;35(4):329-35. doi: 10.1016/j.tree.2019.12.004
Gioia GA, Isquith PK, Guy SC, Kenworthy L. Test review behavior rating inventory of executive function. Child Neuropsychology. 2000;6(3):235-8. doi: 10.1076/chin.6.3.235.3152
A Abdul Mohammadi KA, Gh Sormanabadi, M Taibali, F Ayatollah. Examining the psychometric properties of the executive function behavioral rating questionnaire (brief) in children aged 6 to 12 years. Educational Measurement Quarterly. 2017;8(30):135-51.
M Narimani AaN, F Shaerbafzadeh, T Torpedo. The effectiveness of training Jager's knowledge and metacognition skills program on the reading performance of students with learning disabilities. Learning disabilities. 2015;4(2):100-20.
McClurg VMJ. An Investigation of the Relationship between Dyslexia Risk, the Simple View of Reading, and the Tests of Dyslexia Probability Index. 2022.
M Hosseinchari AM. Psychometric indicators of reading attitude scale for middle school students. Educational Psychology Quarterly. 2015;11(38):1-25.
Chang SH. Reading Attitude of Struggling Elementary Students. Online Submission. 2010.
Klingberg T, Fernell E, Olesen PJ, Johnson M, Gustafsson P, Dahlström K, et al. Computerized training of working memory in children with ADHD-a randomized, controlled trial. Journal of the American Academy of child & adolescent psychiatry. 2005;44(2):177-86. doi: 10.1097/00004583-200502000-00010
D Shaban Ali Fami HMS. Review and comparison of classical and computer-based cognitive rehabilitation packages in improving the cognitive functions of children with special learning disorders: a systematic review of domestic researches in Iran from 2009 to 2019. Exceptional Children's Quarterly. 2022;22(3):35-56.
Fletcher JM, Grigorenko EL. Neuropsychology of learning disabilities: The past and the future. Journal of the International Neuropsychological Society. 2017;23(9-10):930-40. doi: 10.1017/S1355617717001084
Lanfranchi S, Cornoldi C, Vianello R. Verbal and visuospatial working memory deficits in children with Down syndrome. American journal on mental retardation. 2004;109(6):456-66. doi: 10.1352/0895-8017(2004)109<456:VAVWMD>2.0.CO;2
Kaufman AS, Kaufman NL. Specific learning disabilities and difficulties in children and adolescents: Psychological assessment and evaluation: Cambridge University Press; 2001. doi: 10.1017/CBO9780511526794
Qajar TaB, The effect of Jurchin electronic games on improving the reading performance of students with dyslexia. Exceptional Children Quarterly Research in the field of exceptional children,2018. 19(3), 14-5
Safari NH, F; and Ghaffari, M. The effectiveness of cognitive rehabilitation on the reading efficiency of dyslexic students. Psychological Studies Quarterly, 2018.15(3),105-122.
Hossein Khanzadeh A. Psychology and education of children and teenagers with special needs. Tehran: Avai Noor publishing house. 1390.
Anastopoulos AD, Shelton TL, DuPaul GJ, Guevremont DC. Parent training for attention-deficit hyperactivity disorder: Its impact on parent functioning. Journal of abnormal child psychology. 1993;21(5):581-96. doi: 10.1007/BF00916320
Exley S. The effectiveness of teaching strategies for students with dyslexia based on their preferred learning styles. British Journal of Special Education. 2003;30(4):213-20. doi: 10.1111/j.0952-3383.2003.00313.x
Abbasi Fashami N, Akbari B, Hosseinkhanzadeh AA. Comparison of the effectiveness of cognitive rehabilitation and neurofeedback on improving the executive functions in children with dyslexia. Quarterly Journal of Child Mental Health. 2020;7(2):294-311. doi: 10.29252/jcmh.7.2.25
Akyurek G, Bumin G. An investigation of executive function in children with dyslexia. Psychiatry and Behavioral Sciences. 2019;9(1-2):10-7. doi: 10.5455/PBS.20181128092027
Gillan LA. Self-concept of students with learning disabilities in self-contained environments: The relationships between global and academic self-concept, perceived social support, and academic “discounting”: University of California, Riverside; 2008.
Sahin A, Özenç EG. The use of educational software in teaching initial reading and writing. International Journal of Progressive Education. 2021;17(4):373-89. doi: 10.29329/ijpe.2021.366.23
Published
Issue
Section
License
The Copyright Form should be downloaded and signed by corresponding author in the fourth step "upload supplementary files" during submission process.
After acceptance, copyright form should be downloaded and signed by all authors one by one ( "summery --> supp. file" part and click on "add a supplementary file" link).
