Comparing the Effectiveness of Concentration Enhancement–Based Cognitive Rehabilitation and Sensory-Motor Working Memory Enhancement–Based Cognitive Rehabilitation on Emotional Control, Verbal Fluency, and Information Processing Speed in Children with Dyslexia Spectrum Disorder
Keywords:
Cognitive rehabilitation, Dyslexia spectrum disorder, Emotional control, Information processing speed, Verbal fluencyAbstract
Purpose: This study was conducted to compare the effectiveness of cognitive rehabilitation based on concentration enhancement and sensory-motor working memory enhancement on emotional control, verbal fluency, and information processing speed in children with dyslexia spectrum disorder.
Materials and Methods: This research employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of children with dyslexia spectrum disorder, from whom the research sample was selected through convenience sampling and randomly assigned to experimental and control groups. The research instruments included tests measuring emotional control, verbal fluency, and information processing speed. The cognitive rehabilitation intervention was implemented through two treatment packages based on concentration enhancement and sensory-motor working memory enhancement, and the data were analyzed using mixed analysis of variance.
Findings: The results showed that both cognitive rehabilitation interventions, compared with the control group, led to significant improvements in emotional control, verbal fluency, and information processing speed. In addition, differences were observed between the two interventions in terms of their effects on the dependent variables, such that each method demonstrated relative superiority in some components.
Conclusion: The findings indicate that cognitive rehabilitation based on concentration enhancement, as well as sensory-motor working memory enhancement, can be used as effective interventions for improving the cognitive-emotional functioning of children with dyslexia. The choice of intervention should be made in accordance with the therapeutic goal and the child’s pattern of cognitive weakness.
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Copyright (c) 2025 Saeideh Jabbari (Author); Qamar Kiani (Corresponding author); Fatemeh Nazari (Author)
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