The effects of cognitive strategies on the education achievement of students with specific learning disorder

Document Type : Research Article

Authors

Abstract

Objective: The aim of this study was to evaluation the effect of training cognitive strategies (Englert model) on the education achievement of students in the fifth grade that has a specific learning disability in Dysgraphia.
Method: Experimental methods were pre-test and post-test with control group. Statistical Society was 480 students in fifth grade in Ilam with Dysgraphia. Sample size was a simple random sampling method, 60 patients (30 female and 30 male), who were divided into experimental and control groups. To measure variables is used, the questionnaire content analysis of the written language, Raven intelligence test, Child Behavior Checklist, Persian spelling in reading test, interview and student achievement test. After selecting the experimental and control groups, the pre-test was performed on both groups, , the experimental intervention only on the experimental group were presented in 25 sessions in five different stages ,and after completion of the program, then past - test was performed on both groups. The data were analyzed with using ANOVA and Tukey test.
Results: The results showed that cognitive strategies are effective in reducing disorder and is a significant difference between control and experimental groups. As well as significant differences between male and female students in academic performance was not observed after teaching cognitive strategies.
Conclusion: On this basis, it can be concluded that cognitive strategies training can be effective as therapeutic approach, on education achievement in students with Dysgraphia.

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References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 3, Issue 4 - Serial Number 4
October 2015
Pages 87-105

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