نوع مقاله : مقاله مروری
نویسندگان
1 گروه روانشناسی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران
2 دکترای روانشناسی کودکان استثنایی، مربی گروه کاردرمانی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Introduction and Objectives: Dyslexia is characterized by an intricate neuro-etiological architecture. Contemporary models posit that foundational sensory processing deficits—by precipitating perceptual instability and saturating cognitive resources—fundamentally impede the learning trajectory. The present study was conducted to synthesize scientific evidence regarding the multidimensional explanations of dyslexia and to evaluate the clinical efficacy of interventions predicated on sensory processing paradigms and cognitive rehabilitation in ameliorating reading proficiency.
Materials and Methods This a scoping review study was Guided by PRISMA 2020 standards (2010–2025), this systematic search utilized domestic (NoorMags, IranDoc, Civilica) and international (ScienceDirect, ERIC, Scopus, PubMed, SAGE) databases. Of 480 records identified via keywords “dyslexia,” “cognitive Remediation,” and “sensory processing,” 41 eligible studies were ultimately included following deduplication and rigorous screening. Extracted data were descriptively categorized based on their thematic orientations and research paradigms.
Results The findings were articulated across three dimensions. First, neurobiological evidence indicated that children with reading disorders exhibit sensory dysregulation, which contributes to unstable eye movements and deficits in visual attention. Second, sensory processing impairments impose an additional cognitive load that diminishes working memory capacity. Finally, integrative therapeutic approaches incorporating controlled sensory stimulation and sensory–cognitive activities provide a foundation for improving reading skills.
Conclusion Dyslexia is a disorder with subcortical origins and cortical manifestations. Exclusive reliance on educational interventions, without addressing underlying sensory infrastructures, often results in therapeutic resistance. The findings of the present review propose the implementation of a hierarchical clinical protocol: first, the regulation of foundational sensory processing mechanisms; second, the rehabilitation of executive cognitive functions; and finally, the direct instruction of reading skills. Such an integrative approach disrupts the maladaptive cycle of reading disability.
کلیدواژهها [English]
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