the effectiveness of visual-auditory perception training on working memory and attention in children with dyslexia

Background: attention and working memory are impaired as reading correlates in children with dyslexia. this study was conducted with the aim of determining the effectiveness of auditory-visual perception training on attention and working memory in these children. methods: the present research was a quasi-experimental study using a pretest-posttest design. the statistical population consisted of students referred to the learning disorders centers of afagh, shahid hosseinzadeh, and arvandroud in birjand during the academic year 2024–2025. a total of 30 dyslexic students were selected through convenience sampling and randomly assigned into experimental group (n=15) and a control group (n=15). the experimental group participated in 16 sessions of auditory-visual perception training, while the control group received no intervention. to collect data, the diagnostic questionnaire for specific learning disorders, the abbreviated form of the stanford-binet intelligence scale (abiq), the n-back test, and the continuous performance test (cpt) were used. finally, data were analyzed using multivariate analysis of covariance (mancova).results: the results indicated a significant improvement in working memory (f =73.97, p<.001) and attention scores (f=43.61, p< .001) in the experimental group compared to the control group in posttest. conclusions: these findings suggest that auditory-visual perception training can be effectively used as an intervention method to enhance attention and working memory in children with dyslexia.