The comparison of visual and auditory working memory between children at risk of dyslexia and normal readers: through designed neuro-cognitive program

Dyslexia is the best-known specific learning disorder, with neuro-biological origin. This disorder is related to reading difficulties despite of normal intelligence and proper instructions. The aim of this study was to compare visual and auditory working memory of the children at risk of dyslexia and the normal readers through researcher-made neuro-cognitive program, with the purpose of improving the quality of educational interventions and rehabilitation. The sample was selected through cluster random sampling method from nineteenth regions of Tehran province. They were all the preschoolers before formal reading education and learning. Their auditory and visual working memory scores and results were collected and saved using the neuro-cognitive program with high validity and reliability. The subjects were followed for two years till the definite diagnose was determined and then their auditory and visual working memory scores in preschool were compared. The differences between the mean of auditory and visual working memory scores in two groups were measured through Chi-square test and the difference between two groups was significant (P<0/05).