The Efficacy of Multisensory Method and Cognitive Skills Training on Perceptual Performance and Reading Ability in Learning and Non-Learning Based Tests of Male Dyslexic Students in Tehran Iran

The purpose of this research was to examine the effects of multisensory method and cognitive skill training interventions on performance and reading ability of dyslexic students in Iran. 60 dyslexic students participated in this study that were divided into three experimental groups including 20 dyslexic students as first experimental group (E1), 20 dyslexic students as second experimental group (E2), and 20 dyslexic students as control group (C). The effectiveness of the sixteen-weeks and 16 sessions for both of E1 and E2 groups’ intervention was measured by the employment of Reading and Dyslexia Test (RDT) and then Bender Visual Motor Gestalt Test (BVMGT) as learning-based tests and Rorschach as non-learning based test. The results were analyzed by analysis of variance (ANOVA) and paired t-test to compare mean scores at tree groups at pre and post interventions. Findings demonstrated that both of two groups (E1 and E2) improved from pre to post intervention; however two groups significantly improved by get better perceptual performances in direction of RDT, BVMGT, and R subscale of Rorschach test and indicated no significant differences in W%,D%,andDd% Results could be argue that the interventions improved subjects motor performance more than their perceptual ability; however the difference accrued the tests which need to learning and this is considered that the current perceptual tests which have been attempted to appraise the abilities which originated from learning aspects cannot actually evaluate perceptual ability of children with dyslexia.