Construction of an Arabic computerized battery for cognitive rehabilitation of children with specific learning disabilities
Received 3 November 2017
Accepted for publication 10 April 2018
Published 21 August 2018 Volume 2018:14 Pages 2123—2131
Checked for plagiarism Yes
Review by Single-blind
Peer reviewers approved by Prof. Dr. Roumen Kirov
Peer reviewer comments 2
Editor who approved publication: Dr Roger Pinder
Wafaa MA Farghaly,1 Mohamed A Ahmed,1 Hamdy N El-Tallawy,1 Taha AH Elmestikawy,2 Reda Badry,1 Mohammed Sh Farghaly,3 Montaser S Omar,3 Amr Sayed Ramadan Hussein,4 Mohammed Salamah,5 Adel T Mohammed1
1Department of Neurology, Faculty of Medicine, Assiut University, Assiut, Egypt; 2Department of Psychology, Faculty of Arts, Assiut University, Assiut, Egypt; 3Department of Educational Psychology, Faculty of Education, Assiut University, Assiut, Egypt; 4Department of Hearing Disability, Faculty of Sciences of Special Needs, Beni-Suef University, Beni-Suef, Egypt; 5Department of Phoniatrics, Faculty of Medicine, Assiut University, Assiut, Egypt
Purpose: The aim of this study was to design an Arabic computerized battery of cognitive skills for training children with specific learning disabilities (SLD).
Subjects and methods: Nineteen students from fourth grade primary schools in Assiut, Egypt, who were previously diagnosed with SLD, agreed to participate in the rehabilitation program. The study passed through four stages: first stage, detailed analysis of the cognitive profile of students with SLD (n=19), using a previously constructed diagnostic cognitive skill battery, to identify deficits in their cognitive skills; second stage, construction of an Arabic computerized battery for cognitive training of students with SLD; third stage, implementation of the constructed training program for the students, each tailored according to his/her previously diagnosed cognitive skill deficit/deficits; and fourth stage, post-training re-evaluation of academic achievement and cognitive skills’ performance.
Results: Students with SLD have a wide range of cognitive skill deficits, which are more frequent in auditory cognitive skills (68.4%) than in visual cognitive skills (64.1%), particularly in phonological awareness and auditory sequential memory (78.9%). Following implementation of the training program, there was a statistically significant increase (P<0.001) in the mean scores of total auditory and visual cognitive skills, as well as in academic achievement (P<0.001) of the study group.
Conclusion: Remediation-oriented diagnosis of cognitive skills, when tailored according to previously diagnosed cognitive deficits, leads to the improvement in learning abilities and academic achievement of students with SLD.
Keywords: cognitive skills, learning disabilities, cognitive rehabilitation, computerized training, dyslexia, dyscalculia, dysgraphia
This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.Download Article [PDF] View Full Text [HTML][Machine readable]