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Abstract
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Aim: This study Biography neurofeedbacko r EEG feedbacke ffect is to treat dyslexia.
Methods: Sample study of 3l dyslexic boys' center in the city of Ardabil, especia]
leaming disabilitiest hat were availablef or samplingw as selectedM. ethods Experimec--ar
design and pretest-posttest control group were used. Tools used in this study inclrtin
Neurofeedback (lrlFT), ADHD Vanderbilt Assessment Scale (parent form), and impairme=
testsi n readinga nd wechslerI ntelligences caleR evisedc hildren.
Results: Two-factor analysis of variance with repeated measurements for a significa=
improvement on scales measuring (reading errors) during the two-month follow-up trainin.:
sessionsa nd Neurofbedback,s howed.T he significant interactionb etweent ime and group a-.
well as for reading effors that were fundamentali mprovementi n Neurofeedback.B ut resul1..
for the scalem easuringc omprehensions, howedn o significant improvementi n group denote
the Neurofeedback. The result, a significant improvement for measured brain waves (delta
and theta frequency range) in Neurofeedback training sessions and follow-up after tq-o
months, showed. The other hand, a significant interaction between time and g.oup for both
the delta and theta range showed significant improvement in group denote the
Neurofeedbacktr aining.
Conclusion: The results of this study suggest that efficiency and sustainability ol
Neurofeedback as a method of therapy in treating attention problems and modify brain
wavest o studentsw ith dyslexiai s comparedw ith placebo.
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