The Effects of Multisensory Method and Cognitive Skills Training on Perceptual Performance and Reading Ability among Dyslexic Students in Tehran-Iran
Bibliographic record
Abstract
The purpose of this research is to examine the effects of cognitive (cognitive skills training) and developmentalintervention (sensory-perceptual skills training) on performance and reading ability of dyslexic students. In thestudy 60 dyslexic students participated and they were divided into three experimental groups including 20students as the first experimental group (E1), 20 students as the second experimental group (E2), and 20 studentsas the control group (C). The effectiveness of the 16-session intervention for both E1 and E2 groups wasmeasured by Reading and Dyslexic test (RTD) as screening test at the beginning and followed by the BenderVisual Motor Gestalt Test (BVMGT) and Rey-Osterrieth Complex Figure test (ROCF). The results wereanalyzed by using analysis of variance (ANOVA) to compare mean scores among the three dyslexic groups afterintervention. Findings suggest that developmental intervention significantly improves RDT, BVMGT andmemory scale of ROCF performance of dyslexic students. However, cognitive intervention does not appear tosignificantly increase performance of the students compared to the control group.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".