تأثیر توان‌بخشی شناختی رایانه‌یار بر بهبود کنش‌های اجرایی و عملکرد خواندن دانش‌آموزان مبتلا به نارساخوانی

Introduction: The aim of this study was to investigate efficacy of computer-assisted cognitive remediation on improvement of the executive functions and reading performance of students with dyslexia. Methods: The research methodology is an experimental study with pretest-posttest design with experimental and control groups. Statistical population consisted of all primary school dyslexic students in Rasht in 2014-2015 academic years that among them a sample of 30 students were selected by random sampling and were assigned in both control and experimental groups. To collecting data intelligence test (Wechsler, 2003), the formal reading and dyslexia test (Kormi Noury and Moradi, 2008), and Wisconsin card sorting test software (Shahgholian et al., 2011) were used. In this study, computer-aided cognitive remediation program was trained to the experimental group, during the first 11 sessions, while the control group did not receive training in these areas. Findings: Data analysis using MANCOVA showed there are significant difference in the executive functions and reading performanc in experimental and control group. The results showed computer-assisted cognitive remediation is caused improvement of the executive functions and reading performance and their component’s (p. Conclusion: According to the results computer-assisted cognitive remediation with features such as color, sound, motion, instant feedback, extended range of attention, increasing the power of self-regulation, and motivating dyslexic students has been able to improve executive functioning and reading performance in students with dyslexia.