Comparing the Effectiveness of Education based on the Cognitive Components of Critical Thinking and the Lindamod Phonological Sequence Program on the Attention of Dyslexic Students

Arian Nezhad, Mahsa; Emadian, Seyedeh Olia; Heydari, Shaban

doi:10.22098/jld.2025.17871.2265

Comparing the Effectiveness of Education based on the Cognitive Components of Critical Thinking and the Lindamod Phonological Sequence Program on the Attention of Dyslexic Students

Document Type : Research Paper

Authors

¹ PHD student in education psychology, Department of educational psychology, Sari.C., Islamic Azad University, Sari, iran

² Department of Psychology, Sar.C., Islamic Azad University, Sari, Iran.

³ Department of Psychology, Sar.C., Islamic Azad University, Sari, Iran

10.22098/jld.2025.17871.2265

Abstract

The aim of the present study was to compare the effectiveness of education based on cognitive components of critical thinking and the Lindamod phonological sequence program on the attention of dyslexic students. The current research is of the basic research type and in terms of the research method, it is a quasi-experimental type with a pre-test, post-test and follow-up plan with a control group. The statistical population consists of all male students suffering from dyslexia in the elementary school of Aran and Bidgol in the academic year of 1402-1401. In this research, 45 people were selected to determine the sample size using Gpower software and the available sampling method. In order to collect data, the reading and dyslexia test of Karmi Nouri and Moradi (2006) and the attention questionnaire of Chambless and Gallas (1997) were used. In this research, the protocol of the cognitive components of critical thinking, adapted from Bezanila's article (2019), was implemented during 17 sessions of 90 minutes per week (2 sessions per week), as well as the phonological sequence protocol of Lindamode was also implemented during 16 sessions of 90 minutes per week (2 sessions per week). Analysis of variance with repeated measures was used to analyze the data. The results showed that there is a difference between the effectiveness of education based on the cognitive components of critical thinking and the Lindamod phonetic sequence program on the attention of students with poor reading ability (P<0.05).

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