The effectiveness of matching the visual learning style and the brain information processing style in students with dyslexia

Abstract

Background and Aim: Special learning disorders include a heterogeneous group of children and adults who have problems in the areas of cognitive, academic and communication-social skills, and work. The purpose of this research is to investigate the effectiveness of matching the visual learning style and the brain information processing style in students with dyslexia, boys and girls in the first year of elementary school. Methods: The current research was quasi-experimental and pre-test, post-test, follow-up and control group design. After receiving the code of ethic Among the male and female students in the first, second and third grade of elementary school in Qom and referred to government and non-government disorder centers in the academic year 2018-19, through targeted sampling, 102 people who met the criteria for entering the research were selected and randomly placed in two experimental groups (51 people) and control group (51 people). The treatment sessions were conducted in 16, 45-minute sessions (two sessions per week) using Eishiner's model and walking learning style in the experimental group. In order to collect data from the Wechsler Children's Intelligence Scale, 4th Edition, Checklist for the assessment of the superior side of the brain, Walk Learning Styles Questionnaire, Chapman and Edinburg Hand Excellence Questionnaire, Delacato's brain development table And the analysis of the content of the Persian book of the first grade of elementary school was used with the visual index (the basis of the content of the textbooks is based on three visual, auditory and movement styles). Data using spss 23 software and the statistical method of covariance analysis and GEE (Estimation of generalized equations) and paired t was analyzed. Results: The findings showed that the effect of consonance in the group with the superior right visual style of consonance in the score of orientation, visualization, listening accuracy, visual accuracy, motor accuracy and writing is significant (P<0.05). The effect of consonance in the group with superior left visual style of consonance is significant in visualization score, movement accuracy, writing, orientation, auditory accuracy and visual accuracy. Congruent effect in the group with superior right visual style, there is a significant difference in the score of orientation and motor accuracy. The effect of congruence in the group with incongruent superior right visual style is not significant in the writing score and visualization dimensions, listening accuracy and writing accuracy and total writing score. The effect of congruence in the group with superior left visual style of incongruent in the writing score and its dimensions is significant (P<0.05) and the two-month follow-up of the results showed the stability of the results. Conclusion: Consonant is an effective intervention method on the conflict between superior visual learning style and cerebral information processing style in insufficient writing