The effect of the bilateral training on self-concept and social skills of students with dyslexia

The purpose of this study was to determine the effectiveness of bilateral training on self-concept and social skills of the students with dyslexia. This experimental research method was a pretest-posttest with control group. The population of the study is all students in fourth and fifth years of primary school in Nasim-shahr in Tehran in 1392-93. The study sample consisted of 20 students with dyslexia disorder. They were randomly selected from primary schools and assigned to both experimental and control groups (n=10per group). To collect data and diagnose dyslexia، Karami-noori and Moradi reading test، self-concept scale for children (CSCS) of Pierz – Harris and social skills Matson were used. Experimental group was trained for 16 sessions for bilateral training and the control group received no treatment. The results of analysis of covariance showed that the brain bilateral training had an impact on self-concept and social skills. In this regard، it led to increased self-concept and social skills of students with dyslexia. According to these results، it can be said that the bilateral training can be used for the education and treatment of people with dyslexia.