The effect of teaching cognitive-metacognitive strategies on working memory and response inhibition of students with special learning disorders such as reading

Document Type : Research Paper

Authors

1 PhD student in Educational Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran

2 Professor of Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran

3 Assistant Professor of Educational Psychology, University of Islamic Azad , Tabriz, Iran.

Abstract

Objective: The aim of this study was to investigate the effect of teaching cognitive-metacognitive strategies on working memory and response inhibition of students with special learning disabilities such as reading.
Methods: which was done by quasi-experimental method and pre-test-post-test design with control group. The statistical population included all primary school students in Miandoab in the academic year of 2018-2019. Thirty students with special learning disabilities in reading were selected as a sample by multi-stage random sampling and randomly assigned to experimental and control groups of 15 people. To collect the data, Wechsler 4, Stroop, N-Beck's Working Memory, Checklist, and Cognitive-Metacognitive Strategy Training Program were used. The experimental group received a training program on cognitive-metacognitive strategies in 18 sessions of 45 minutes.
Results: The results of multivariate analysis of covariance revealed that the difference was significant at the level of p <0.001 and training of cognitive-metacognitive strategies improved working memory scores and response inhibition in the experimental group. As a result, teaching cognitive-metacognitive strategies can be used to educate students with learning disabilities.
Keywords: Learning Strategies, Working Memory, Response Inhibition

Keywords


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