The purpose of this research is to examine the effects of cognitive (cognitive skills training) and developmental intervention (sensory-perceptual skills training) on performance and reading ability of dyslexic students. In the study 60 dyslexic students participated and they were divided into three experimental groups including 20 students as the first experimental group (E1), 20 students as the second experimental group (E2), and 20 students as the control group (C). The effectiveness of the 16-session intervention for both E1 and E2 groups was measured by Reading and Dyslexic test (RTD) as screening test at the beginning and followed by the Bender Visual Motor Gestalt Test (BVMGT) and Rey-Osterrieth Complex Figure test (ROCF). The results were analyzed by using analysis of variance (ANOVA) to compare mean scores among the three dyslexic groups after intervention. Findings suggest that developmental intervention significantly improves RDT, BVMGT and memory scale of ROCF performance of dyslexic students. However, cognitive intervention does not appear to significantly increase performance of the students compared to the control group.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.