Volume 23, Issue 2 (9-2025)
RBS 2025, 23(2): 346-359 |
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Shahverdi Shahraki A, ghasemi pirbaluti M, ghazanfari A. Developing and validating a Perceptual-Cognitive Training Package and examining its Effectiveness on the Executive functions of Dyslexic Students. RBS 2025; 23 (2) :346-359
URL: http://rbs.mui.ac.ir/article-1-1981-en.html
URL: http://rbs.mui.ac.ir/article-1-1981-en.html
1- Department of Psychology, ShK.C., Islamic Azad University, Shahrekord, Iran.
2- Department of Psychology , ShK.C., Islamic Azad University, Shahrekord, Iran. ,Mgh@iau.ac.ir
2- Department of Psychology , ShK.C., Islamic Azad University, Shahrekord, Iran. ,
Abstract: (172 Views)
Aim and Background: The present study aimed to develop an educational package based on perceptual-cognitive components and to examine the effectiveness of the developed package on the executive functions of students with dyslexia.
Materials and Methods: This research employed a mixed-methods exploratory design with both qualitative and quantitative phases. In the qualitative phase, thematic analysis was conducted using the Attride-Stirling (2001) approach. In the quantitative phase, an experimental method with a pretest–posttest control group design was applied, followed by a two-month follow-up. The statistical population comprised second-cycle primary school students in Saman County during the 2023–2024 academic year. A total of 40 students were selected using convenience sampling and were randomly assigned to the experimental and control groups. The experimental group received 18 individual training sessions of the perceptual-cognitive educational package over a period of 8 weeks, with each session lasting 50 minutes. The research instruments included the executive functions subscale of the Coolidge Neuropsychological Inventory (CNI; 2002) and the Dyslexia Symptoms Checklist (Mikaeili-Manieh & Farahani, 2005). Data were analyzed using mixed-design analysis of variance (ANOVA) via SPSS version 23.
Findings: The results indicated that the perceptual-cognitive educational package for children with dyslexia demonstrated adequate content validity as evaluated by experts. Moreover, the package had a significant effect on the executive functions of students with dyslexia (p < .0001; η² = .57; F = 51.43).
Conclusions: Based on the findings, it can be concluded that the perceptual-cognitive educational package can serve as an effective intervention for improving the executive functions of students with dyslexia
Materials and Methods: This research employed a mixed-methods exploratory design with both qualitative and quantitative phases. In the qualitative phase, thematic analysis was conducted using the Attride-Stirling (2001) approach. In the quantitative phase, an experimental method with a pretest–posttest control group design was applied, followed by a two-month follow-up. The statistical population comprised second-cycle primary school students in Saman County during the 2023–2024 academic year. A total of 40 students were selected using convenience sampling and were randomly assigned to the experimental and control groups. The experimental group received 18 individual training sessions of the perceptual-cognitive educational package over a period of 8 weeks, with each session lasting 50 minutes. The research instruments included the executive functions subscale of the Coolidge Neuropsychological Inventory (CNI; 2002) and the Dyslexia Symptoms Checklist (Mikaeili-Manieh & Farahani, 2005). Data were analyzed using mixed-design analysis of variance (ANOVA) via SPSS version 23.
Findings: The results indicated that the perceptual-cognitive educational package for children with dyslexia demonstrated adequate content validity as evaluated by experts. Moreover, the package had a significant effect on the executive functions of students with dyslexia (p < .0001; η² = .57; F = 51.43).
Conclusions: Based on the findings, it can be concluded that the perceptual-cognitive educational package can serve as an effective intervention for improving the executive functions of students with dyslexia
Type of Study: Research |
Subject:
Special
Received: 2025/07/26 | Accepted: 2025/09/9 | Published: 2025/09/1
Received: 2025/07/26 | Accepted: 2025/09/9 | Published: 2025/09/1
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