Specific reading disorder.
Conditions
Interventions
Intervention 1: Intervention group: Computer-assisted working memory intervention using Captain Log software. In this intervention method, after assessing the individual's baseline ability and assigni
Sponsors
Ferdowsi University of Mashhad
Eligibility
Sex/Gender
All
Age
6 Years to 12 Years
Inclusion criteria
Inclusion criteria: A reading score below 71 on the Pour-Etemad and Jahani Reading Test (2001). Normal intelligence based on the Raven's Progressive Matrices Test. Students aged between 6 and 11 years. Absence of any neurological conditions such as epilepsy or seizures, and no sensory impairments such as visual or hearing problems. No use of any psychiatric medications that may affect alertness, attention, or cognitive function.
Exclusion criteria
Exclusion criteria: 1) Students with dyslexia diagnosed with ADHD using the Conners Rating Scale (2) Students with an IQ below normal (3) Students with neurological impairments (4) Students with visual and auditory impairments (5) Students with speech and language impairments (6) Participation in other psychological interventions simultaneously
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The effect of the cognitive-motor intervention on improving children's working memory, measured before and after the intervention. Timepoint: Working memory will be measured at two time points: Immediately after the intervention and One month after the intervention (for follow-up and evaluation of the persistence of effects). Method of measurement: Working memory will be measured using the n-back task, which is a standardized cognitive test for evaluating working memory and attention. This task involves presenting stimuli sequentially and requiring responses based on previous stimuli.;The effect of the cognitive-motor intervention on improving children's reading skills (accuracy, speed, and comprehension), measured by the reading test. Timepoint: Reading skills will be measured at two time points: Immediately after the intervention and One month after the intervention (for follow-up and evaluation of the persistence of effects). Method of measurement: Reading ability will be measured using the Persian Reading Ability Assessment Test developed by Pour Etemad and Jahani in 2001. This test includes various sections to evaluate reading skills in the Persian language and has established psychometric validity and reliability.;The effect of the cognitive-motor intervention on improving children's phonological awareness, measured by phonological awareness test scores before and after the intervention. Timepoint: Phonological awareness will be measured at two time points: Immediately after the intervention and One month after the intervention (for follow-up and evaluation of the persistence of effects). Method of measurement: Phonological awareness is measured using the Phonological Awareness Questionnaire developed by Dastjerdi, Kazemi, and Soleimani in 2005.;The effect of the computerized working memory intervention on improving children's working memory. This outcome is measured by standardized working memory test scores before and after the intervention, reported as mean | — |
Countries
Iran (Islamic Republic of)
Contacts
Public ContactMalihe Ramezani Dorooh
Ferdowsi University of Mashhad
Outcome results
None listed