Effects of Neuropsychological Treatment on the Reading Efficiency of Iranian Students with Developmental Dyslexia of Linguistic Type

The research at hand investigates the effects of
neuropsychological treatment on reading efficiency
of students suffering from developmental dyslexia
(L-type). Eighty two students suspected of dyslexia
were elected from community of students the third,
forth, and fifth grade elementary school through
cluster sampling. Diagnostic tests (including
Wechsler’s intelligence scale for children reading
disorder, ADHD, and conduct disorder tests) were
administered based on which thirty students were
purposefully selected .The evaluated sample was
then randomly divided into two categories based on
Bakker’s classification, each consisting of fifteen
students (the L-type experimental and control
groups). Pre-tests were then administered after
which the L-type experimental group received
neuropsychological treatments (HSS) through 20
sessions. Control group, however, did not receive
any treatment. Subsequent to the mentioned
procedures, post-tests were administered
(immediately) while follow up tests were
administered (after a period of four months). Data
was analyzed through Mixed ANOVA, variance
analysis of repeated measure and Dependant
T-Tests. Research findings indicate that
neuropsychological interventions based on Bakker’s
balance model of reading, increases reading
accuracy and comprehension of students suffering
from developmental dyslexia of the L-type. Follow
up tests indicated the permanence of the effects of
neuropsychological interventions after duration of
four months.
It is recommended that learning disability educators,
physician, and psychologists administer Bakker’s
neuropsychological treatment methods for the
improvement of the reading efficiency in students
suffering from developmental dyslexia.