The Effectiveness of Teaching Cognitive Ability to Verbal and Non-verbal working memory of students with dyslexia

Abstract

This research was conducted with the aim of investigating the effectiveness of teaching cognitive abilities based on the Kotl-Horn-Carroll approach to the conscientiousness of students with special learning disabilities. The research method was semi-experimental and pre-test-post-test with control group. The statistical population consisted of 3rd grade elementary school boy students with special learning disorder in Tehran during the academic year of 2016-2017, which was administered by the educational and rehabilitation centers The Learning Disorder of the Exceptional Education Organization were identified as dyslexic children. Of these, 30 students were selected by targeted sampling method and randomly assigned to experimental and control groups. The tool used was the new version of Tehran-Stanford-Binet's Intelligence Lab and the data analysis method was a repeated measurement of the combination. The results showed that there is a significant difference between the test and control groups on the variables of the total scale of verbal and non verbal working memory in the experimental and control groups of the students, and the teaching method based on the Kotl-Horn-Carroll approach to strengthening the working memory of knowledge Students with a learning disorder characterized by dyslexia have been effective. It can be concluded that the education based on this approach increases the cognitive abilities of students with a specific learning disorder characterized by dyslexia and can be used as an effective intervention method.

Keywords

• specific learning disorder
• dyslexia
• working memory
• kettle-horn-carroll approach
• cognitive abilities