Document Type : Original Article
Authors
1
PhD Student in Educational Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
2
Assistant Professor, Department of Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
3
Full Professor of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.
Abstract
The aim of this study was to identify and evaluate the effectiveness of cognitive rehabilitation on reading skills in students with learning disabilities. The research method was experimental and pre-test and post-test design was used together with the control group. The statistical population included all elementary school students with learning disabilities in Ardabil (2018-2019) who received educational and medical services in the centers of learning disabilities. Simple random sampling method using this method, 50 people were selected and divided into experimental and control groups and the experimental group received 20 sessions of cognitive rehabilitation intervention based on the hierarchical model of Solberg and Mitter (2001). Karami Nouri and Moradi (2005) reading and dyslexia tests were used to collect data. In order to analyze the data, analysis of covariance was used using SPSS software. The results showed that cognitive rehabilitation training significantly reduced the mean scores of reading disorder (F = 41.01) in the experimental group (P <0.05). Cognitive rehabilitation training has also reduced the mean scores of word reading, word chain, rhyme test, image naming, text comprehension, word comprehension, deletion of sounds, non-word reading and pseudo-words, letter cue test and sensible cue test in the group (P <0.05). Based on this, it can be concluded that cognitive rehabilitation is effective in improving reading skills of children with learning disabilities.
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