Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia

Abstract Background It is important to improve verbal Working Memory (WM) in reading disability, as it is a key factor in learning. There are commercial verbal WM training programs, which have some short-term effects only on the verbal WM capacity, not reading. However, because of some weaknesses in...

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Main Authors: Mehdi Ramezani, Saeed Behzadipour, Ehsan Pourghayoomi, Mohammad Taghi Joghataei, Elham Shirazi, Angela J. Fawcett
Format: Article
Language:English
Published: BMC 2021-09-01
Series:BMC Neuroscience
Subjects:
Online Access:https://doi.org/10.1186/s12868-021-00660-1
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spelling doaj-b06d78e5731c4527a09d8d597e3a59232021-09-19T11:47:21ZengBMCBMC Neuroscience1471-22022021-09-0122111710.1186/s12868-021-00660-1Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexiaMehdi Ramezani0Saeed Behzadipour1Ehsan Pourghayoomi2Mohammad Taghi Joghataei3Elham Shirazi4Angela J. Fawcett5Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical SciencesMechanical Engineering Department, Sharif University of TechnologyDepartment of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical SciencesDepartment of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical SciencesMental Health Research Center, Tehran Institute of Psychiatry, Iran University of Medical SciencesDepartment of Psychology, Swansea UniversityAbstract Background It is important to improve verbal Working Memory (WM) in reading disability, as it is a key factor in learning. There are commercial verbal WM training programs, which have some short-term effects only on the verbal WM capacity, not reading. However, because of some weaknesses in current verbal WM training programs, researchers suggested designing and developing newly structured programs that particularly target educational functions such as reading skills. In the current double-blind randomized clinical trial study, we designed a new Verbal Working Memory-Balance (VWM-B) program which was carried out using a portable robotic device. The short-term effects of the VWM-B program, on verbal WM capacity, reading skills, and postural control were investigated in Iranian children with developmental dyslexia. Results The effectiveness of the VWM-B program was compared with the VWM-program as a traditional verbal WM training. In comparison with VWM-program, the participants who received training by the VWM-B program showed superior performance on verbal WM capacity, reading skills, and postural control after a short-term intervention. Conclusions We proposed that the automatized postural control resulting from VWM-B training had a positive impact on improving verbal WM capacity and reading ability. Based on the critical role of the cerebellum in automatizing skills, our findings support the cerebellar deficit theory in dyslexia. Trial registration: This trial was (retrospectively) registered on 8 February 2018 with the Iranian Registry of Clinical Trials (IRCT20171219037953N1).https://doi.org/10.1186/s12868-021-00660-1DyslexiaWorking memoryBalancePostural controlCerebellumCognitive training
collection DOAJ
language English
format Article
sources DOAJ
author Mehdi Ramezani
Saeed Behzadipour
Ehsan Pourghayoomi
Mohammad Taghi Joghataei
Elham Shirazi
Angela J. Fawcett
spellingShingle Mehdi Ramezani
Saeed Behzadipour
Ehsan Pourghayoomi
Mohammad Taghi Joghataei
Elham Shirazi
Angela J. Fawcett
Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia
BMC Neuroscience
Dyslexia
Working memory
Balance
Postural control
Cerebellum
Cognitive training
author_facet Mehdi Ramezani
Saeed Behzadipour
Ehsan Pourghayoomi
Mohammad Taghi Joghataei
Elham Shirazi
Angela J. Fawcett
author_sort Mehdi Ramezani
title Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia
title_short Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia
title_full Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia
title_fullStr Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia
title_full_unstemmed Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia
title_sort evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on iranian children with dyslexia
publisher BMC
series BMC Neuroscience
issn 1471-2202
publishDate 2021-09-01
description Abstract Background It is important to improve verbal Working Memory (WM) in reading disability, as it is a key factor in learning. There are commercial verbal WM training programs, which have some short-term effects only on the verbal WM capacity, not reading. However, because of some weaknesses in current verbal WM training programs, researchers suggested designing and developing newly structured programs that particularly target educational functions such as reading skills. In the current double-blind randomized clinical trial study, we designed a new Verbal Working Memory-Balance (VWM-B) program which was carried out using a portable robotic device. The short-term effects of the VWM-B program, on verbal WM capacity, reading skills, and postural control were investigated in Iranian children with developmental dyslexia. Results The effectiveness of the VWM-B program was compared with the VWM-program as a traditional verbal WM training. In comparison with VWM-program, the participants who received training by the VWM-B program showed superior performance on verbal WM capacity, reading skills, and postural control after a short-term intervention. Conclusions We proposed that the automatized postural control resulting from VWM-B training had a positive impact on improving verbal WM capacity and reading ability. Based on the critical role of the cerebellum in automatizing skills, our findings support the cerebellar deficit theory in dyslexia. Trial registration: This trial was (retrospectively) registered on 8 February 2018 with the Iranian Registry of Clinical Trials (IRCT20171219037953N1).
topic Dyslexia
Working memory
Balance
Postural control
Cerebellum
Cognitive training
url https://doi.org/10.1186/s12868-021-00660-1
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