Middle Eastern Journal of Disability Studies
Middle Eastern Journal of Disability Studies
Volume 16 - Vol 16, 2026
MEJDS (2026) 16: 8 |
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Pirmohamadi M, Rezayi S, Nikkhoo F, Alimohamadi A. Compiling a Cognitive Proficiency Rehabilitation Package and Studying its Effectiveness on the Reading Skills of Students with Dyslexia. MEJDS 2026; 16 :8
URL: http://jdisabilstud.org/article-1-3499-en.html
URL: http://jdisabilstud.org/article-1-3499-en.html
1- Department of Psychology, Allameh Tabataba'i University of Tehran, Tehran, Iran
2- Department of Exceptional Psychology, Allameh Tabataba'i University of Tehran, Tehran, Iran
2- Department of Exceptional Psychology, Allameh Tabataba'i University of Tehran, Tehran, Iran
Abstract: (1029 Views)
Background & Objectives: Dyslexia is a common learning disorder that primarily affects the ability to read. Students with dyslexia face significant challenges, particularly in decoding words and connecting spelling with pronunciation. Recent research has pointed to a combination of biological, neurological, and environmental factors contributing to the development of dyslexia. Moreover, poor educational practices are often found to exacerbate the difficulties faced by students with dyslexia. Dyslexia can result in significant functional impairments if left untreated, often necessitating ongoing support. Cognitive rehabilitation programs have emerged as an effective means of enhancing reading skills in students with dyslexia. These programs are particularly popular for children with developmental disorders, aiming to address cognitive deficits and enhance cognitive functions. The therapeutic approach targets executive functions, using techniques based on brain plasticity, or the brain’s ability to reorganize itself in response to challenges. Cognitive rehabilitation methods start with basic skills and gradually incorporate more complex tasks, tracking progress over time. The primary objective of this study is to develop a cognitive proficiency rehabilitation package and evaluate its effectiveness in improving the reading skills of dyslexic students.
Methods: This research employed a mixed-methods approach, combining both qualitative and quantitative methodologies. A qualitative approach was used to design the training package, while a quantitative approach assessed its effectiveness. A quasi-experimental design was utilized, featuring pretests and posttests, along with one control group. The study involved male dyslexic students, aged 9 to 10 years, attending learning disability centers in Urmia City, Iran during the 2023-2024 academic year. Participants were randomly assigned to either the experimental or control group. The inclusion criteria for participants in the research were the family’s willingness for the child to participate in the research, completion of the consent form to participate in the study, enrollment in elementary school, diagnosis of dyslexia by specialists, absence of any other mental disorder and disability (based on assessments in the file), an intelligence quotient (IQ) score greater than 85 on the Wechsler Intelligence Scale (available in the file), and no physical disabilities. The exclusion criteria for participants from the research included absence from more than three training sessions, contracting illnesses that affect learning processes during the research, concurrent participation in another intervention program, identification of behavioral disorders, hyperactivity, intellectual disability, visual or hearing impairments, and epilepsy during the study. For the qualitative part of the present research, the research steps were conducted based on the seven-step model of Sandelowski and Barroso (2002). Given the number of experts (10 persons), each session of the rehabilitation program was accepted with a content validity ratio (CVR) greater than 0.75. All 15 sessions of the rehabilitation program achieved a CVR score higher than the specified value of 0.75. The average CVR obtained for all 15 sessions of the proposed program was estimated at 0.90. The content validity index (CVI) was calculated for each session and for the entire program between 0.70 and 1, indicating adequate program validity. Therefore, the credibility of the designed program was approved in terms of necessity or relevance. Reading and dyslexia test (NEMA) (Karami Nouri & Moradi, 2005) was administered at three stages: before the intervention, immediately after the intervention, and one month later. Data analysis was conducted using repeated measures analyses of variance (ANOVA), with SPSS version 22, and a significance level set at 0.05.
Results: The repeated measures ANOVA revealed significant improvements in various reading skills following the intervention. The results showed that cognitive proficiency rehabilitation intervention had a significant effect on the skills of text comprehension (p=0.009), word reading (p<0.001), word comprehension (p<0.001), word chaining (p=0.027), picture naming (p=0.011), phone deletion (p=0.042), and nonword reading (p=0.030) in the experimental group. However, there was no significant effect in rhyme (p=0.072), letter signs (p=0.058), and signs of categories (p=0.061).
Conclusion: According to the findings, cognitive proficiency rehabilitation package is effective in improving the reading skills of dyslexic students. Therefore, focusing on the results of this research, interventions can be implemented to enhance the reading skills of these students.
Methods: This research employed a mixed-methods approach, combining both qualitative and quantitative methodologies. A qualitative approach was used to design the training package, while a quantitative approach assessed its effectiveness. A quasi-experimental design was utilized, featuring pretests and posttests, along with one control group. The study involved male dyslexic students, aged 9 to 10 years, attending learning disability centers in Urmia City, Iran during the 2023-2024 academic year. Participants were randomly assigned to either the experimental or control group. The inclusion criteria for participants in the research were the family’s willingness for the child to participate in the research, completion of the consent form to participate in the study, enrollment in elementary school, diagnosis of dyslexia by specialists, absence of any other mental disorder and disability (based on assessments in the file), an intelligence quotient (IQ) score greater than 85 on the Wechsler Intelligence Scale (available in the file), and no physical disabilities. The exclusion criteria for participants from the research included absence from more than three training sessions, contracting illnesses that affect learning processes during the research, concurrent participation in another intervention program, identification of behavioral disorders, hyperactivity, intellectual disability, visual or hearing impairments, and epilepsy during the study. For the qualitative part of the present research, the research steps were conducted based on the seven-step model of Sandelowski and Barroso (2002). Given the number of experts (10 persons), each session of the rehabilitation program was accepted with a content validity ratio (CVR) greater than 0.75. All 15 sessions of the rehabilitation program achieved a CVR score higher than the specified value of 0.75. The average CVR obtained for all 15 sessions of the proposed program was estimated at 0.90. The content validity index (CVI) was calculated for each session and for the entire program between 0.70 and 1, indicating adequate program validity. Therefore, the credibility of the designed program was approved in terms of necessity or relevance. Reading and dyslexia test (NEMA) (Karami Nouri & Moradi, 2005) was administered at three stages: before the intervention, immediately after the intervention, and one month later. Data analysis was conducted using repeated measures analyses of variance (ANOVA), with SPSS version 22, and a significance level set at 0.05.
Results: The repeated measures ANOVA revealed significant improvements in various reading skills following the intervention. The results showed that cognitive proficiency rehabilitation intervention had a significant effect on the skills of text comprehension (p=0.009), word reading (p<0.001), word comprehension (p<0.001), word chaining (p=0.027), picture naming (p=0.011), phone deletion (p=0.042), and nonword reading (p=0.030) in the experimental group. However, there was no significant effect in rhyme (p=0.072), letter signs (p=0.058), and signs of categories (p=0.061).
Conclusion: According to the findings, cognitive proficiency rehabilitation package is effective in improving the reading skills of dyslexic students. Therefore, focusing on the results of this research, interventions can be implemented to enhance the reading skills of these students.
Type of Study: Original Research Article |
Subject:
Rehabilitation
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