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

Najmeh Sadat; Mehdi  Rezaei; Mohammad Hosien  Salarifar

doi:10.18502/jsbch.v9i2.20259

Najmeh Sadat Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.
Mehdi Rezaei Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.
Mohammad Hosien Salarifar Department of Psychology, Faculty of Educational Sciences and Psychology, University of Birjand, Birjand, Iran.

DOI: https://doi.org/10.18502/jsbch.v9i2.20259

Keywords: Attention, Auditory-Visual Perception, Dyslexia, Working Memory

Abstract

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 2024–2025. A total of 30 dyslexic students were selected through convenience sampling and randomly assigned into experimental group (n=15) and a control group (n=15). The experimental group participated in 16 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 =73.97, p<.001) and attention scores (F=43.61, p< .001) 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.