University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 11 3 2022 04 21 Comparison of the effectiveness of cognitive rehabilitation and multisensory learning strategies on reading performance of bilingual students with dyslexia Comparison of the effectiveness of cognitive rehabilitation and multisensory learning strategies on reading performance of bilingual students with dyslexia 76 89 1525 10.22098/jld.2022.9442.1944 FA Farhad Shivyari PhD Student in Psychology. Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University. Ardabil. Iran Mohammad Narimani Professor of Psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Sefola Ahghajani Associate professor, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Nader Hajloo Professor of psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2021 08 24 The aim of this study was to compare the effectiveness of cognitive rehabilitation and multisensory learning strategies on the reading performance of bilingual students with dyslexia. The research method was quasi experimental with pretest, post test and control group. The statistical population of this study included all bilingual primary school students with dyslexia in Miyaneh city in the academic year 2019-2020. Of these, 45 people were selected in three groups: experimental group 1 (cognitive rehabilitation), experimental group 2 (multisensory learning strategies) and control group using random sampling method. The measuring instruments were the revised Wechsler Intelligence Scale for Children (1974), the Dyslexia Syndrome Checklist (2003) and the Reading and Dyslexia Test (2008). Research data were analyzed by analysis of covariance and Bonferroni post hoc test. The results showed that cognitive rehabilitation intervention and intervention of multisensory learning strategies were effective in reading performance (p<0.05). Also, there was no significant difference between the effectiveness of cognitive rehabilitation intervention and the intervention of multisensory learning strategies in the reading performance of bilingual students with dyslexia (p<0.05). Therefore, both cognitive rehabilitation intervention and multisensory learning strategies intervention can be used to improve the reading performance of bilingual students with dyslexia. The aim of this study was to compare the effectiveness of cognitive rehabilitation and multisensory learning strategies on the reading performance of bilingual students with dyslexia. The research method was quasi experimental with pretest, post test and control group. The statistical population of this study included all bilingual primary school students with dyslexia in Miyaneh city in the academic year 2019-2020. Of these, 45 people were selected in three groups: experimental group 1 (cognitive rehabilitation), experimental group 2 (multisensory learning strategies) and control group using random sampling method. The measuring instruments were the revised Wechsler Intelligence Scale for Children (1974), the Dyslexia Syndrome Checklist (2003) and the Reading and Dyslexia Test (2008). Research data were analyzed by analysis of covariance and Bonferroni post hoc test. The results showed that cognitive rehabilitation intervention and intervention of multisensory learning strategies were effective in reading performance (p<0.05). Also, there was no significant difference between the effectiveness of cognitive rehabilitation intervention and the intervention of multisensory learning strategies in the reading performance of bilingual students with dyslexia (p<0.05). Therefore, both cognitive rehabilitation intervention and multisensory learning strategies intervention can be used to improve the reading performance of bilingual students with dyslexia. https://jld.uma.ac.ir/article_1525_5bcd91df786373e9ddbbd3dfe31018af.pdf