University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 4 3 2015 05 22 Effectiveness of N-Back training software on working memory in students with dyslexia Effectiveness of N-Back training software on working memory in students with dyslexia 7 21 275 FA N Aghajani Corresponding Author: M.A of Clinical Psychology, Guilan Science and Research Branch, Islamic Azad University. A Hosseinkhanzadeh Associate professor of Exception Children Psychology, University of Guilan M Kafi Professor of psychology, University of Guilan Journal Article 2015 06 02 Dyslexia has allocated the most percentage of learning disability (LD) students; also working memory is another important factor in learning that dyslexia students have severe weakness in it. Thus, the aim of this study was to determine the effectiveness of N-back training software on promoting working memory of students with dyslexia. For this purpose, amongst the male students of grades 2 to 5 in elementary schools of Rasht (2013-2014), at first eighteen students were selected and then were distributed randomly to two experimental (n=9) and control groups (n=9). Instruments that were used for data collecting were reading and dyslexia test, Daneman and Carpenter’s working memory test and N-back Training software. Research design was pretest-posttest randomized group design. Analysis of data using covariance analysis (ANCOVA) revealed significant differences between experimental and control groups after N-back Training of experimental group. Therefore, it was included that using the N-back software helps to improve the working memory and it’s components in the students with dyslexia. Dyslexia has allocated the most percentage of learning disability (LD) students; also working memory is another important factor in learning that dyslexia students have severe weakness in it. Thus, the aim of this study was to determine the effectiveness of N-back training software on promoting working memory of students with dyslexia. For this purpose, amongst the male students of grades 2 to 5 in elementary schools of Rasht (2013-2014), at first eighteen students were selected and then were distributed randomly to two experimental (n=9) and control groups (n=9). Instruments that were used for data collecting were reading and dyslexia test, Daneman and Carpenter’s working memory test and N-back Training software. Research design was pretest-posttest randomized group design. Analysis of data using covariance analysis (ANCOVA) revealed significant differences between experimental and control groups after N-back Training of experimental group. Therefore, it was included that using the N-back software helps to improve the working memory and it’s components in the students with dyslexia.

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