The effectiveness of transcranial direct current stimulation (tDCS) on attention and visual-auditory working memory in children with dyslexia

Dyslexia is one of the most common learning disabilities. One of the main factors that play a major role in this disorder is the defect in attention, visual and auditory working memory. For this purpose we evaluate the effect of transcranial direct current stimulation (tDCS) on the attention, visual and auditory working memory in children with dyslexia.

A sample of 24 male students from the primary school learning disorders in Saqqez was selected through a targeted sampling method. The subjects were randomly divided into experimental and control groups, then the tests were performed before and after treatment by the n-back test and The Karami Nouri and Morady reading test was evaluated, The intervention group consisted of 15 sessions of one-day, 1.5mA for 20 minutes in the DLPFC area under the treatment of transcranial direct current stimulation (tDCS) based on the treatment protocol. But the control group did not receive any intervention. Data were analyzed using SPSS 20 software, using covariance analysis.

The results show that there is a significant difference between the intervention and control groups in improving visual working memory and attention. Also, Anodchr('39')s stimulus has a positive on improving performance in the auditory work memory, but not significant.

It can be concluded that anod stimulation is effective on the attention and visual working memory and improves the problem of dyslexia.