The effectiveness of teaching cognitive listening games on the phonology of dyslexic Students

Subject Areas : Tectonostratigraphy

marzyah zeini ¹ , Saeed Rezaei ² , Anbar Shokri ³ , Mohammad Balouchi Anaraki ⁴

1 - Expert with mental retardation in exceptional education in Yazd
2 - Associate Professor, Department of Psychology and Education for Exceptional Children, Allameh Tabatabai University, Tehran.
3 - Psychology and Education of Expetional Childern, Allameh Tabatabai University, Tehran.
4 - Psychology and Education of Expetional Childern, Allameh Tabatabai University, Tehran.

Received: 2022-04-16 Accepted : 2022-11-04 Published : 2022-07-23

Keywords: dyslexic students, phonological awareness, auditory cognitive games, single subject research design,

Abstract :

Background and Aim: Reading disorder is the most common learning disorder that accounts for the largest number of special education services and specialized intervention programs. The overall purpose of this study was to determine the effectiveness of educational interventions in listening cognitive games on phonological awareness of dyslexic children Research. Methods:. Five students with reading disorders in the first grade of elementary school from a clinic under the supervision of Yazd Education were selected as participants in the study. The research design was a single subject of multi-line design with different subjects.
To diagnose reading disorder, phonological awareness test and revised Wechsler children's IQ scale were used. The required data were collected in different baseline conditions, intervention, and follow-up. In the case of experimental intervention, each subject received at least twelve sessions of effectiveness of listening cognitive games training on the vocabulary of dyslexic children for 45-60 minutes, but in the baseline and follow-up conditions, none of them received cognitive games training. They did not receive phonological hearing from dyslexic children. Comparison of subjects' performance in baseline, intervention and follow-up conditions showed that direct instruction in listening cognitive games had a positive effect on the vocabulary of reading dyslexic children of all five subjects and this learning remained stable over time.
Conclusion: The effectiveness of teaching cognitive listening games has a positive effect on the phonology of dyslexic children in primary school and increases their reading skills.

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