Efficacy of Working Memory Training on Performance of Children with Spelling Learning Disability

Efficacy of Working Memory Training on Improvement Executive Functions and Academic Performance of Children with Spelling Learning Disability

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT201110057628N2

Enrollment

Registered

2011-12-02

Start date

2011-03-21

Completion date

Unknown

Last updated

2018-02-22

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Spelling Disability. Specific Spelling Disability

Interventions

Experimental group, received working memory training in two month.

Control group dont receive intervention.

Intervention 1: Experimental group, received working memory training in two month. Intervention 2: Control group dont receive intervention.

Rehabilitation

Eligibility

Sex/Gender

Female

Age

9 Years to 9 Years

Inclusion criteria

Inclusion criteria: Inclusion criteria: 3rd grade elementary female students? having learning disabilities? ?having not comorbidity disorder. Exclusion criteria: ?having comorbidity disorder

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
Executive function. Timepoint: Before and after intervention. Method of measurement: NEPSY Test.	—

Secondary

Measure	Time frame
Academic performance. Timepoint: Before and after intervention. Method of measurement: Checklist for Identifying Students with Spelling Learning Disability.	—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactSara Aghababaei

University of Isfahan

aghababaei.sara@yahoo.com+98 31 1465 8260

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026