The Effectiveness of Visual-Auditory Perception Training on Working Memory and Attention in Children with Dyslexia

Background: Attention and working memory are impaired as reading correlates in children with dyslexia. This study was conducted with the aim of determining the effectiveness of auditory-visual perception training on attention and working memory in these children. Methods: The present research was a quasi-experimental study using a pretest-posttest design. The statistical population consisted of students referred to the learning disorders centers of Afagh, Shahid Hosseinzadeh, and Arvandroud in Birjand during the academic year ۲۰۲۴–۲۰۲۵. A total of ۳۰ dyslexic students were selected through convenience sampling and randomly assigned into experimental group (n=۱۵) and a control group (n=۱۵). The experimental group participated in ۱۶ sessions of auditory-visual perception training, while the control group received no intervention. To collect data, the Diagnostic Questionnaire for Specific Learning Disorders, the abbreviated form of the Stanford-Binet Intelligence Scale (ABIQ), the N-Back test, and the Continuous Performance Test (CPT) were used. Finally, data were analyzed using multivariate analysis of covariance (MANCOVA). Results: The results indicated a significant improvement in working memory (F =۷۳.۹۷, p<.۰۰۱) and attention scores (F=۴۳.۶۱, p< .۰۰۱) in the experimental group compared to the control group in posttest. Conclusions: These findings suggest that auditory-visual perception training can be effectively used as an intervention method to enhance attention and working memory in children with dyslexia.

کلیدواژه ها:

Attention ، Auditory-Visual Perception ، Dyslexia ، Working Memory