| Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities (SLD). Research has not yet focused on interventions that strengthen the weak underlying neurological processes, which result in students not improving these cognitive deficits. Using Hebb's theory of neuroplasticity and the principle of automaticity as theoretical bases, this experimental study examined the effectiveness of a specific 12-week neuroscience-based, cognitive-skills computer-training program on the cognitive processing of 40 elementary students in grades 2-4 with SLD; students, who were equally divided and randomly assigned to the control and experimental groups. The independent variable was a computer-based cognitive skill training program.The dependent variables were overall cognitive growth (GIA), executive functions (EF), visual working memory (GV), verbal working memory (WM), processing speed (Gs), short term memory (Gsm), and predicted achievement scores (Brief Reading, Brief Math). Using a multivariate analysis of covariance (MANCOVA) and a 95% confidence interval, the study results indicated the experimental group had significantly increased performance over the control group in every skill area examined. Implications for positive social change include understanding the impact of cognitive skill training on underlying cognitive deficits of students diagnosed with SLD. Such training can result in increased academic performance. |
