نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری روانشناسی و اموزش کودکان استثنایی،دانشکده روانشناسی و علوم تربیتی،دانشگاه تهران،تهران،ایران
2 استاد گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
3 دانشیار گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: This applied research was conducted to investigate the effectiveness of teaching self-regulated learning strategies on reading comprehension of male students with reading disorders. The educational intervention was designed based on Zimmerman's (2000) self-regulation cycle model and focused on cognitive, metacognitive, and motivational components.
Method: The present study was conducted with a quasi-experimental approach using a pretest-posttest design with a control group and a follow-up phase. The statistical population consisted of about 200 male elementary school students (grades 4-6) who referred to learning disorder centers in Mashhad in the academic year 1400-1401 and were diagnosed with specific learning disorders by specialists. Among these students, 30 were selected using convenience sampling and, after reviewing the inclusion criteria, were randomly assigned to two experimental and control groups (15 students in each group). The main measurement tool was the Shirazi and Nilipour Reading Recognition Test (2004), which assessed different dimensions of reading comprehension and related skills in three stages: pretest, posttest, and follow-up. Findings: The results of repeated measures analysis of variance showed that the main effect of group (5.12, F=0.038, p=0.η2=301) and the main effect of time (33.75, F=0.001, p=0.η2=768) on reading comprehension were significant.
کلیدواژهها [English]
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