The Effectiveness of Storytelling on Improving Cognitive Skills, Visual Perception, and Academic Progress in Students with Dyslexia
Researcher Bulletin of Medical Sciences,
Vol. 30 No. 1 (2025),
20 Khordad 2026
,
Page e14
Abstract
Objective: Introduction: Dyslexia is one of the most common types of learning disabilities, defined as a specific learning disability in reading. Dyslexia-related issues are significant and acute educational problems that can be the primary cause of academic failure, leading to serious educational consequences. The present study aims to determine the effectiveness of storytelling on improving cognitive skills, visual perception, and academic progress in elementary school students with dyslexia.
Materials and Methods: The statistical population of this study includes female elementary school students in Tehran during the academic year 1402, with 30 participants selected voluntarily. They were then randomly assigned to two groups of 15: an experimental group and a control group. The experimental group was tested before and after the storytelling intervention, while the control group was assessed at the end of the intervention using equivalent tools. Data collection involved the use of questionnaires, including the Dyslexia Symptoms Questionnaire, Najati's Cognitive Abilities Assessment, Benton’s Visual Retention Test, and an Academic Progress Questionnaire. The experimental group underwent treatment using a designed therapeutic protocol over 10 sessions, totaling 10 hours (one hour per session).
Results: The empirical data obtained from the research were analyzed using the ANCOVA statistical method in SPSS version 24. The results of this study align with previous research, indicating that storytelling therapy has a positive and significant effect on improving cognitive skills, visual perception, and academic progress in students with dyslexia, with an effect size of (0.67) and statistical significance within the range of (0.00).
Conclusion: The effectiveness of storytelling therapy on cognitive skills, visual perception, and academic progress paves a clear path for therapists, educators, and educational specialists to improve outcomes for students with dyslexia.
- Storytelling; Cognitive skills; Visual perception; Academic progress; Dyslexia
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References
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