Abstract
Objective: The purpose of this study was to determine the effectiveness of cognitive rehabilitation on information processing and academic performance of dyslexic students. This research was a quasi-experimental clinical trial with a pre-test-post-test design with a control group. The research population consisted of all dyslexic students referring to the Omid Educational and Rehabilitation Center, Arak in 2017. Methods: The available sampling method was done and all students at the center participated in the research, of whom 30 students were selected and randomly assigned to two experimental and control groups. The research tools were Pham and Taylor educational performance test and Paced Auditory Serial Addition Test (PASAT). The experimental group received 12 sessions of cognitive rehabilitation. The results were analyzed using the Multivariate Analysis of Covariance (MANCOVA). Results: The results of MANCOVA showed that cognitive rehabilitation was effective in dyslexic students’ data processing (P≤0.05), but it had no significant effect on their academic performance (P≥0.05). Conclusion: Considering the cognitive rehabilitation problems of these children can be effective in expediting their learning.
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