The Effect of Sports Games Designed Based On Cognitive Skills on Attention and Response control of Children with Dyslexia

Document Type : Research Paper

Authors

1 assistant Professor, Department of Psychology and Education of children with Special Needs, Faculty of education and psychology, university of Isfahan, Isfahan. Iran

2 MSc Student of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran

3 Assistant professor, Departement of psychology and education of exceptional children, faculty of psychology and education , university of Tehran, Tehran,Iran

Abstract

This study aimed to investigate the effectiveness of cognitive-based sports games in improving attention and response inhibition in children with dyslexia. This experimental study employed a pre-test, post-test, control group design. The population consisted of all 8 to 12-year-old children with dyslexia in Tehran. Thirty children were selected using a convenience sampling method and randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group participated in 10 sessions of cognitive-based sports games, while the control group received no intervention. The Visual and Auditory Continuous Performance Test was administered as a pre-test and post-test. Multivariate analysis of covariance was used to analyze the data.
The results indicated that the cognitive-based sports game intervention had a significant positive impact on improving visual attention, auditory attention, visual response inhibition, auditory response inhibition, sustained visual attention, and sustained auditory attention in children with dyslexia.
These findings suggest that cognitive-based sports games can be used as an effective intervention to improve attention and response inhibition deficits in children with dyslexia. However, limitations such as a small sample size and a focus on a limited range of cognitive skills warrant further research with larger sample sizes and investigations of interventions across different age groups and cognitive skills.

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Main Subjects

References

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Journal of Learning Disabilities
Volume 14, Issue 2
March 2025
Pages 12-24

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