Evaluation of selective and focused attention training for children with dyslexia

Purpose Dyslexia is one of the most common learning disabilities in the world with an incidence of between 5% and 12%, and various studies support that attention deficit Deciency can be observed in children with dyslexia. Especially the first school age is the period when attention takes shape, and it is very important to support children with learning difficulties such as dyslexia in this regard. Today, the importance of attention is understood by most instructors and families, but as a result, attention training is not practiced by many people. Especially in the group with learning difficulties, this deficiency is felt more than usual. This research has been planned in order to improve the level of concentrated and selective attention in children with dyslexia between the ages of 9 and 9.11, and the purpose of this study is to reveal the improvements in reading, writing, calculation and language skills of children with dyslexia with attention training. In addition, it is very important in terms of being the first study conducted on this subject in our country. Materials and Methods This study is in the experimental model. The universe of this study is composed of dyslexic individuals within the scope of Konya Three Dimensions Education and Rehabilitation Center. In the sample selection, individuals diagnosed with dyslexia and individuals with normal development were selected. A total of 24 children were selected, 12 with dyslexia and 12 with normal development. Children between the ages of 9 and 9.11 months were included as the age distribution.Dec. In this study, 13 sessions of attention training were given to children with dyslexia who are the study group. The pretest-posttest experimental model was used in the research. The d2 attention test, Turkish Meaningless Word Repetition test, Dyslexia Error Table were used as data collection tools in the study. The data analysis was performed with the SPSS package program and independent sample t-test was used to test the data. Findings and Conclusion As a result of the implemented training program, there was a differentiation in favor of posttest in TN (total number of items marked), TN-E (test performance) and CP (total found verifications) scores from the sub-dimensions of the assessment. Other evaluations applied are ASTT (Turkish Meaningless Word Repetition Test) and when the Errors that can be Seen in Dyslexia are examined, it is revealed that there is a differentiation in favor of posttest again. Based on these results, it is thought that the inclusion of studies aimed at improving attention skills in the education of individuals with dyslexia may positively affect both their educational processes and their academic levels.