Remediation -Oriented diagnosis of visual processing skills in children with Specific Learning Disability

DOI: 10.5176/2251-1865_CBP19.78

Authors: Wafaa M.A. Farghaly, Nabiel A. E. Metwally , Taha A. H. Elmestikawy, Mohamed Sh. Farghaly, Montasar S.O. Soliman, Yasser Hamed , Islaam Shaaban, Amr S. Ramadan, Mohammed A. Abdel‑Hameed, Ali F. El Hadad , Mohamed S. Bakar and Hamdy N.A. El-Tallawy

Abstract: —Objectives of the work: studying the cognitive profile of students with Specific Learning Disability (SLD) to identify the weakness in their Visual Cognitive Skills (VCS), and rehabilitation using a specifically constructed computerized training program for the enhancement of VCS. Subjects & Methods: The sample was selected from Primary schools; Fourth grade (N=660 students). The study has five stages: (1) Identification of students with SLD. (2) studying the visual cognitive skill profile. (3) Construction of a computerized training battery for the suspected visual cognitive skills. (4) Implementation of the constructed training program. (5) Reevaluation of visual cognitive skills. Results: The prevalence of SLD among 4th grade public school students were 16.1% (n=106/660), that of dyslexia was 5.3% (n=35/66), prevalence of dysgraphia was 5.8% (n=38/660).), and dyscalculia was 11.4% (n=75/660). Students with SLD have significantly lower scores than their normally achieving peers, on all VCS, particularly those with dyslexia and dysgraphia (P<o.oo1), and this necessitate well-tailored cognitive training. Post training reevaluation revealed that computer - based cognitive enhancing programs have positive impact on the improvement in posttraining visual cognitive abilities as well as post-training achievement scores.

Keywords: visual processing skills, Visual Cognitive Skills, dyslexia, dyscalculia dysgraphia, Specific Learning Disability