The Effectiveness of Attention Games on Reading Ability of Dyslexic Children

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Psychology, Faculty of Humanities, Payame Noor University, Tehran, Iran

2 Assistant Professor, Department of Linguistics and Foreign Languages, Faculty of Humanities, Payame Noor University (PNU), Tehran, Iran

3 Assistant Professor of Psychology, Department of Social Sciences and Psychology, Faculty of Humanities, Golestan University, Gorgan, Iran

4 PhD in counseling, Teacher, Organization of education, Boukan, Iran

5 PhD in Philosophy of Education, Lecturer at Farhangian University, Sanandaj, Iran

Abstract

Objective: Dyslexia is one of the problems facing students at school. This type of disorder has adverse effects on various areas, hindering academic achievement. This study aimed to evaluate the effectiveness of attention games on the reading ability of dyslexic children.
Methods: The research method used for the present study was experimental with pretest-posttest control group design. The statistical population included all dyslexic students at elementary schools in Saqqez in the academic year 2015-2016. 30 students were selected by simple random sampling and were studied after they were randomly allocated to experimental and control groups (15 subjects in each group). The data were collected using a reading disorder test and dyslexia test. The experimental group underwent attention training for 10 sessions (45 minutes each) for one month and the control group did not receive any training.
Results: The results were analyzed using multivariate analysis of covariance (MANCOVA). By controlling the pre-test effects, the results of the analysis of covariance showed that teaching attention games led to a significant difference between the subscales of the experimental group and those of the control group (P = 0.001). That is, attention game training has improved the reading ability of dyslexic children.
Conclusion: It can be concluded that play therapy can be an effective factor in reducing reading disorders. Therefore, it requires the special attention of teachers and practitioners of education.

Keywords

References

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