The Effectiveness of Visual-Auditory Perception Training on Working Memory and Attention in Children with Dyslexia

Abstract

Background: Attention and working memory are impaired as reading correlates with dyslexia in children. This study was conducted to determine the effectiveness of auditory-visual perception training on attention and working memory in these children. Methods: The present research was a quasi-experimental study using a pretest-posttest design. The statistical population consisted of students referred to the learning disorders centers of Afagh, Shahid Hosseinzadeh, and Arvandroud in Birjand during the academic year 2024–2025. A total of 30 dyslexic students were selected through convenience sampling and randomly assigned into an experimental group (n=15) and a control group (n=15). The experimental group participated in 16 sessions of auditory-visual perception training, while the control group received no intervention. To collect data, the Diagnostic Questionnaire for Specific Learning Disorders, the abbreviated form of the Stanford-Binet Intelligence Scale (ABIQ), the N-Back test, and the Continuous Performance Test (CPT) was used. Finally, data were analyzed using multivariate analysis of covariance (MANCOVA). Results: The results indicated a significant improvement in working memory (F =73.97, p<.001) and attention scores (F=43.61, p< .001) in the experimental The group was compared to the control group in the posttest. Conclusions: These findings suggest that auditory-visual perception training can be effectively used as an intervention method to enhance attention and working memory in children with dyslexia.