Comparison of the effectiveness of cognitive rehabilitation and multisensory learning strategies on reading performance of bilingual students with dyslexia

Document Type : Research Paper

Authors

1 PhD Student in Psychology. Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University. Ardabil. Iran

2 Professor of Psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Associate professor, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

4 Professor of psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

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.

Keywords

References

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