International Journal of Psychology (IPA)

en The Effects of Digital Psychoeducational Interventions on the Verbal Fluency of Students with Dyslexia and Dysgraphia The Effects of Digital Psychoeducational Interventions on the Verbal Fluency of Students with Dyslexia and Dysgraphia تخصصي Special پژوهشي Research چکیده This study aimed to examine the effects of digital psychoeducational interventions on the verbal fluency of students diagnosed with dyslexia and dysgraphia. The research employed a quasi-experimental design with a pretest-posttest control group. The study sample comprised children aged 10 to 12 years with diagnosed dyslexia and dysgraphia, who were selected via convenience sampling from services centers for children with learning disorder in District 4 of Karaj City during the 2020–2021 academic year. Participants were subsequently randomized into experimental and control groups, with 15 individuals allocated to each.  The experimental group received individualized cognitive training consisting of twelve 35–40-minute sessions using Captain’s Log software. Psychoeducational intervention was not offered to the control group in this study. The Wechsler Intelligence Scale for Children (WISC‑IV) was employed to assess general cognitive ability. In addition, the NEMA Reading and Dyslexia Test and Fallah Chay’s Dysgraphia Test were administered to diagnose dyslexia and dysgraphia, respectively. Verbal fluency was evaluated pre- and post-intervention employing standardized verbal fluency tests. Analysis of covariance was conducted in its univariate (ANCOVA) and multivariate (MANCOVA) forms utilizing SPSS version 24 to analyze the data. Results indicated a significant positive effect of digital psychoeducational interventions on semantic fluency (p = .0001) and phonemic fluency (p = .004). Findings suggest that digital psychoeducational programs can enhance verbal fluency in students with dyslexia and dysgraphia. <div style="text-align: justify;">This study aimed to examine the effects of digital psychoeducational interventions on the verbal fluency of students diagnosed with dyslexia and dysgraphia. The research employed a quasi-experimental design with a pretest-posttest control group. The study sample comprised children aged 10 to 12 years with diagnosed dyslexia and dysgraphia, who were selected via convenience sampling from services centers for children with learning disorder in District 4 of Karaj City during the 2020–2021 academic year. Participants were subsequently randomized into experimental and control groups, with 15 individuals allocated to each.  The experimental group received individualized cognitive training consisting of twelve 35–40-minute sessions using Captain’s Log software. Psychoeducational intervention was not offered to the control group in this study. The Wechsler Intelligence Scale for Children (WISC‑IV) was employed to assess general cognitive ability. In addition, the NEMA Reading and Dyslexia Test and Fallah Chay’s Dysgraphia Test were administered to diagnose dyslexia and dysgraphia, respectively. Verbal fluency was evaluated pre- and post-intervention employing standardized verbal fluency tests. Analysis of covariance was conducted in its univariate (ANCOVA) and multivariate (MANCOVA) forms utilizing SPSS version 24 to analyze the data. Results indicated a significant positive effect of digital psychoeducational interventions on semantic fluency (p = .0001) and phonemic fluency (p = .004). Findings suggest that digital psychoeducational programs can enhance verbal fluency in students with dyslexia and dysgraphia.</div> Dyslexia, Dysgraphia, verbal fluency, digital psychoeducational interventions Dyslexia, Dysgraphia, verbal fluency, digital psychoeducational interventions 141 173 http://ijpb.ir/browse.php?a_code=A-10-389-1&slc_lang=en&sid=1 Farideh Hamidi Farideh Hamidi fhamidi@sru.ac.ir 10031947532846004513 10031947532846004513 Yes Department of Educational Sciences, Humanistic Faculty Shahid Rajaee Teacher Training University, Tehran, Iran Department of Educational Sciences, Humanistic Faculty Shahid Rajaee Teacher Training University, Tehran, Iran Kobra Azimi Kobra Azimi azimi.k2020@gmail.com 10031947532846004514 10031947532846004514 No Department of Educational Sciences, Humanistic Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran. Department of Educational Sciences, Humanistic Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran. Maryam Meshkat Maryam Meshkat maryammeshkat@gmail.com 10031947532846004515 10031947532846004515 No Department of Foreign Languages, Faculty of Humanities, Shahid Rajaee Teacher training University, Tehran, Iran. Department of Foreign Languages, Faculty of Humanities, Shahid Rajaee Teacher training University, Tehran, Iran.