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A Meta-Analysis of the Effectiveness of Neurocognitive Interventions on Improving Attention and Working Memory in Children with Dyslexia
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| Subject:
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Clinical Applications of Brain Mappin
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Presenter Author:
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| Name:
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Mohammad Mahmoudvand
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Author:
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| Name 1:
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Mohammad Mahmoudvand - Corresponding - Presenter
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| Affiliation 1:
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M.A. in Child And Adolescent Clinical Psychology, Payame Noor University Bushehr Center, Bushehr, Iran
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| Name 2:
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Raheleh Bobehtam
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| Affiliation 2:
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M.A. in General Psychology, Islamic Azad University, Saveh Branch, Saveh, Iran
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Abstract
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Original Research
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introduction :
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Background and Objective: Studies conducted in recent years indicate that brain-based exercises and tasks lead to improved attention and enhanced working memory in children with learning difficulties. The present study was conducted with the aim of systematically reviewing the effectiveness of neurocognitive interventions on improving attention and working memory in children with dyslexia.
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Methods:
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Method: We conducted a systematic search across the Core, ScienceDirect, Scopus, and PubMed databases, as well as Google, for studies published between 2020 and 2026, aiming to gather all randomized controlled trials (RCTs) concerning the effects of neurocognitive interventions on the attention and working memory of children with dyslexia (aged 7–11). The initial search yielded 3,815 potentially relevant titles. Following various stages of screening and selection, seven articles ultimately met the inclusion criteria. Data from these seven studies were screened and extracted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Subsequently, a meta-analysis was performed using the standardized mean difference (Cohen’s d, 1988) effect size method under a fixed-effects model.We also assessed the risk of bias for all studies. Finally, quantitative analyses (meta-analysis) were conducted, and effect sizes were reported. All statistical analyses were performed using version 2 of the Comprehensive Meta-Analysis (CMA) software.
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Results:
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Findings: The results indicated that the overall mean effect size across the reviewed studies—based on the fixed-effects model—was 0.278, which was significant at the 0.001 level. This implies that, overall, neurocognitive interventions demonstrated moderate effectiveness in improving the attention and working memory of students with dyslexia. Given the observed heterogeneity in effect sizes, recommendations for future research aimed at maximizing the impact of brain-based interventions were proposed.
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Conclusion:
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Conclusion: The reviewed studies support the hypothesis that brain-based interventions improve attention and enhance working memory in children with dyslexia. Therefore, the use of such interventions in clinical therapeutic settings is recommended.
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| Attachment:
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| Keywords:
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Keywords: Neurocognitive interventions, attention, working memory, children with dyslexia
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| Key message:
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