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The Effectiveness of Metacognitive Knowledge and Skills Program on Visual and Auditory Dyslexia in Students with Learning Disabilities. 3 https://doi.org/10.58209/hehp.11.4.549
URL: http://daneshafarand.org/article-1-71175-en.html
URL: http://daneshafarand.org/article-1-71175-en.html
Abstract: (3053 Views)
Aims: Metacognitive processes are an aspect, through which students can significantly affect their learning process, allowing them to engage in multiple tasks simultaneously. This research was done to investigate the effectiveness of the metacognitive knowledge and skills program on visual and auditory dyslexia in students with learning disabilities.
Materials & Methods: This study employed a semi-experimental design with a pre-test-post-test approach and a control group. The study population consisted of all second- and third-grade elementary school students with learning disabilities in Tehran who were supervised in educational centers. The research sample consisted of 30 students with dyslexia (15 participants in the experimental group and 15 in the control group). The Wechsler Intelligence Scale was used to measure dyslexia. Descriptive analysis was employed to calculate means and standard deviations, while inferential analysis using analysis of covariance was used to analyze the data at an inferential level. Data were analyzed by SPSS 23.
Findings: The results showed the effectiveness of the Jager metacognitive knowledge and skills program in visual and auditory dyslexia in students with learning disabilities (p<0.001).
Conclusion: It can be generally concluded that the Jager metacognitive knowledge and skills program can mitigate the challenges of visual and auditory dyslexia in students with learning disabilities. It is recommended that this program be implemented for students with learning disabilities.
Materials & Methods: This study employed a semi-experimental design with a pre-test-post-test approach and a control group. The study population consisted of all second- and third-grade elementary school students with learning disabilities in Tehran who were supervised in educational centers. The research sample consisted of 30 students with dyslexia (15 participants in the experimental group and 15 in the control group). The Wechsler Intelligence Scale was used to measure dyslexia. Descriptive analysis was employed to calculate means and standard deviations, while inferential analysis using analysis of covariance was used to analyze the data at an inferential level. Data were analyzed by SPSS 23.
Findings: The results showed the effectiveness of the Jager metacognitive knowledge and skills program in visual and auditory dyslexia in students with learning disabilities (p<0.001).
Conclusion: It can be generally concluded that the Jager metacognitive knowledge and skills program can mitigate the challenges of visual and auditory dyslexia in students with learning disabilities. It is recommended that this program be implemented for students with learning disabilities.
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