نوع مقاله : مقاله پژوهشی
نویسندگان
گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Aims Dyslexia is one of the most common learning disorders and is associated with deficits in fundamental reading-related skills, particularly phonological processing and auditory working memory. The present study examined the effect of the McCarney intervention program on improving phonological processing and auditory working memory in students with dyslexia.
Methods This study employed a quasi-experimental design with pretest, posttest, a control group, and a 45-day follow-up. The sample consisted of 40 students with dyslexia from the city of Isfahan, Iran, who were randomly assigned to the experimental and control groups. The experimental group participated in ten 45-min sessions of the McCarney intervention program. Data were collected using the Kormi-Nouri et al. reading and dyslexia Test and the Daneman and Carpenter auditory working memory test. Data analysis was conducted using repeated measures analysis of variance.
Results The results indicated that the McCarney intervention program led to a significant improvement in phonological processing and auditory working memory in the experimental group compared to the control group (P<0.001). These improvements were maintained at the follow-up stage, and the significant interaction between group and time indicated the sustained effect of the intervention over time.
Conclusion The McCarney intervention program, with its emphasis on a structured and multisensory approach, can effectively enhance reading-related cognitive functions in students with dyslexia, with effects that remain stable over time.
کلیدواژهها [English]
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