University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 3 2016 04 20 Intervention in cognitive and emotional functions dyslexic students: efficiency and effectiveness of cognitive- emotional skills training Intervention in cognitive and emotional functions dyslexic students: efficiency and effectiveness of cognitive- emotional skills training 28 53 414 FA Z Pirani Corresponding Author: Assistant Professor, Department of Psychology, Islamic Azad University of Arak 0000-0003-0788-0744 Journal Article 2016 05 01 The aim of this study the effectiveness of cognitive skills training on cognitive and emotional skills was dyslexic students. This is a quasi-experimental study with pretest, post-test and control group. The study population included all male students of 12 to 16 years in Arak city at academic year 1394-95. The sample size consisted of 40 male students with dyslexic after structured clinical interview and report teachers were randomly selected and assigned to experimental and control groups. Research instruments were emotional and behavioral problems inventory infeld and tungs and Cognitive Abilities Questionnairenejati. The results of multivariate analysis of covariance (MANCOVA) showed that cognitive- emotional skills training is can be reduced cognitive and emotional problems of dyslexic students (P≤0/001). therefrom dyslexic students, in addition to academic problems, depression and loneliness they experience less than normal students from social interactions, social skills intervention could be of help. The aim of this study the effectiveness of cognitive skills training on cognitive and emotional skills was dyslexic students. This is a quasi-experimental study with pretest, post-test and control group. The study population included all male students of 12 to 16 years in Arak city at academic year 1394-95. The sample size consisted of 40 male students with dyslexic after structured clinical interview and report teachers were randomly selected and assigned to experimental and control groups. Research instruments were emotional and behavioral problems inventory infeld and tungs and Cognitive Abilities Questionnairenejati. The results of multivariate analysis of covariance (MANCOVA) showed that cognitive- emotional skills training is can be reduced cognitive and emotional problems of dyslexic students (P≤0/001). therefrom dyslexic students, in addition to academic problems, depression and loneliness they experience less than normal students from social interactions, social skills intervention could be of help. https://jld.uma.ac.ir/article_414_a15b9f7e7be85e3b09325d9626ac79de.pdf