https://jld.uma.ac.ir/ Journal of Learning Disabilities en daily 1 Thu, 23 Jul 2026 00:00:00 +0330 Thu, 23 Jul 2026 00:00:00 +0330 https://jld.uma.ac.ir/article_4797.html Objective: Research on students’ learning disabilities plays an important role in improving their academic and social performance. The present study aimed to develop a model for identifying factors affecting students’ learning disabilities using a grounded theory approach.Methods: This qualitative research employed a grounded theory design and was applied in nature. The study population included educational and training experts, school administrators, teachers, and students in Ardabil during the 1403–1404 academic year. A sample of 35 participants was selected using purposive sampling. Data were collected through in-depth face-to-face interviews until theoretical saturation was reached. Inter-coder reliability was confirmed with Cohen’s kappa coefficient of 0.82, and the validity of the instrument and findings was verified by experts and interviewees.Results: Data analysis indicated that learning disabilities were influenced by causal conditions (psychological, educational, and socio-familial factors), contextual conditions (individual characteristics, family economic status, and school quality), intervening factors (study skills, self-regulation, and support from family and peers), strategies (educational and psychological interventions, study management, and school-family interactions), and outcomes (academic, psychological, and social).Conclusion: The proposed model demonstrates sufficient coherence and adequacy and can serve as a framework for identifying, preventing, and reducing students’ learning disabilities. It is recommended to implement educational, psychological, and supportive strategies to enhance students’ motivation, study skills, self-regulation, and mental health. https://jld.uma.ac.ir/article_4793.html the purpose of this study was to design and validate a family - based educational package for empowering parents of adolescent girls (12to15 years) with specific learning disorder.this research is a qualitative research based on content analysis and content validation which was performed in two stages.qualitative phase was analyzed using inductive content analysis , semi - structured interviews with12 students with specific learning disorder and12 parents (totally24 people) in isfahan to achieve theoretical saturation.in the quantitative phase,content validity of the designed educational package based on qualitative findings and theoretical foundations was evaluated by a panel of eight experts using content validity ratio (cvr) and content validity index (cvi) based on model (1975) .analysis of qualitative data resulted in the extraction of 483 initial codes,22 sub themes and 8themes . the main themes included : enhancement of academic motivation ,distractibility and concentration , parent - child relationship and emotional support ,practical exercises for increasing motivation , improving executive functions and sustainable attention , integration with school environment and cultural پیشنهادات and evaluation of progress and maintenance of changes.accordingly , an 8 session educational package was designed ( each session 90 minutes).results of the validation showed that the cvr mean and total content validity index (s - cvi / ave) is 0.93 , which is higher than the acceptance criteria (0/75and 0/80) .the developed educational package has a desirable content validity and can be used as a structured interventional tool in خانواده‌محور programs for parents of adolescent girls with specific learning disorder. https://jld.uma.ac.ir/article_4787.html Objective: The aim of the present study was to develop and validate a comprehensive metacomprehension training package and investigate its effectiveness on the executive functions of students with specific learning disorder in reading.Methods: This study employed a pre-test/post-test design with a control group. The research was conducted during the academic year 1406-1405 on male students diagnosed with specific learning disabilities in reading in the city of Tabriz. Thirty students were selected through purposeful sampling and randomly assigned to either the control or experimental groups. Following the administration of the Executive Function Questionnaire (EFQ), the experimental group received eleven sessions of the comprehensive metacomprehension training package, while the control group received no intervention. Subsequently, both groups participated in the post-test and follow-up assessments of executive functions. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA).Results: The findings indicated that the comprehensive metacomprehension training package had a significant positive effect on the improvement of executive functions and their components, with the exception of the emotional control component (F= 7/627, p<0.05).Conclusion: This research suggests that incorporating metacomprehension strategies into educational and rehabilitation interventions for students with reading disirder not only helps enhance reading comprehension but also systematically strengthens their executive functions. Therefore, developing training packages based on teaching metacognitive strategies for executive control is an effective and recommended strategy for use in educational and clinical settings. https://jld.uma.ac.ir/article_4550.html Objective: The present study aimed to investigate the effectiveness of brain-based teaching-learning strategy on cognitive flexibility and academic enthusiasm of students with specific learning disabilities.Methods: The research method of the present study, considering its subject, was a quasi-experimental pre-test-post-test type with a control group. The statistical population of the present study included all sixth grade students with specific learning disabilities in Babul city in the academic year 2026. The statistical sample of the study included 40 students with specific learning disabilities who were selected using the available sampling method and based on the inclusion and exclusion criteria and randomly assigned to two experimental groups (20 people) and control (20 people). Were used to collect data the cognitive flexibility questionnaire of Dennis et al. (2010) and the academic enthusiasm questionnaire of Fredericks et al. (2004). The experimental group underwent intervention with Florida Brain-Centered Teaching-Learning Strategies (2016) during 18 2-hour sessions, 2 sessions per week.Findings: The results of multivariate analysis of variance showed that there was a statistically significant difference between the experimental and control groups in cognitive flexibility and academic enthusiasm. So that the average of the experimental group in cognitive flexibility and academic enthusiasm was significantly higher than the control group (P<0.001).Conclusion: The findings of this study provide useful information regarding the intervention of brain-centered teaching-learning strategies, and counselors and psychologists can use this intervention to improve cognitive flexibility and academic enthusiasm of students with specific learning disabilities. https://jld.uma.ac.ir/article_4763.html Objective: The present study aimed to compare emotional processing, working memory performance, adaptive skills, and behavioral problems between students with dyslexia and typically developing students. Method: This causal-comparative study was conducted in 2024 in Ardabil, Iran. The statistical population included fifth- and sixth-grade elementary students, from which 58 students with dyslexia and 64 typical students were selected using purposive sampling and matched accordingly. The research instruments included the Emotional Go/No-Go Task for assessing emotional processing, Emotional 1-Back Task, the Social Skills Rating System (Parent Form) by Gresham and Elliott, and a demographic information form. Data were analyzed using analysis of variance (ANOVA) and Mann-Whitney U test.Results: Results indicated that students with dyslexia performed more poorly than typically developing students across all components of emotional processing, emotional working memory performance, and social skills. Specifically, individuals with dyslexia showed lower performance in reaction time and response accuracy to both emotional and neutral stimuli. In addition, they committed more omission and commission errors. These findings suggest the presence of concurrent cognitive, emotional, and social deficits in this group.Conclusion: The findings highlight that learning disabilities are not confined to academic skills but are also associated with impairments in emotional, cognitive, and interpersonal functioning. Therefore, educational interventions should simultaneously focus on enhancing working memory, improving emotional processing, and fostering social relationships to support the holistic development of these students. https://jld.uma.ac.ir/article_4764.html Objective: The present study aimed to investigate the effectiveness of cognitive-behavioral play therapy on cognitive flexibility, alexithymia, and communication skills in students with specific learning disorders.Methods: This study was a quasi-experimental research with a pretest-posttest control group design. The statistical population consisted of all male students aged 8 to 12 years with specific learning disorders referred to educational and therapeutic centers in Ardabil city during the academic year 2025-2024. From this population, 30 students were selected via purposive sampling and were randomly assigned to either an experimental group (n=15) or a control group (n=15). The experimental group received cognitive-behavioral play therapy intervention in ten 60-minute sessions, while the control group received no intervention. Research instruments included the Cognitive Flexibility Inventory (CFI), the Toronto Alexithymia Scale (TAS-20), and the Matson Evaluation of Social Skills with Youngsters (MESSY). The data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS software version 27.Results: Multivariate analysis of covariance (MANCOVA) indicated that after controlling for pretest effects, the cognitive-behavioral play therapy intervention had a significant effect on all three dependent variables. Specifically, the group effect on cognitive flexibility was significant (F = 18.967, p < .001, η² = 0.431). Furthermore, the group effects on alexithymia (F = 23.495, p < .001, η² = 0.484) and communication skills (F = 47.002, p < .001, η² = 0.653) were also significant.Discussion and Conclusion: The results demonstrated that cognitive-behavioral play therapy had a significant positive effect on cognitive flexibility, alexithymia, and communication skills. https://jld.uma.ac.ir/article_4788.html The present study aimed to examine the effectiveness of cognitive inhibition training on cognitive interference control and the accuracy of educational information processing in students with dyslexia. The research employed a quasi-experimental design with pre-test and post-test measures, including an experimental group and a control group, along with a two-month follow-up period. The statistical population consisted of male and female students from the second to sixth grades of elementary school who were diagnosed with dyslexia and referred to learning disability centers in Khoy city during the 2025–2026 academic year. The sample included 44 students (28 boys and 16 girls) who were selected through convenience sampling and randomly assigned to the experimental group (n = 23) and the control group (n = 21). Data were collected using the Flanker Task (Eriksen & Eriksen, 1947) and the d2 Test of Attention (Brickenkamp & Zillmer, 1998), which were administered to all participants at the pre-test stage. The cognitive inhibition training program developed by Wang et al. (2012) was delivered to the experimental group in 10 weekly sessions, each lasting 30 minutes. Post-test and follow-up assessments were subsequently conducted for both groups. Data were analyzed using repeated-measures analysis of variance (ANOVA) with SPSS version 23.The results indicated that cognitive inhibition training had a significant effect on indices of cognitive interference control and the accuracy of educational information processing (p < 0.01). Moreover, the effects of the intervention were maintained at the three-month follow-up. https://jld.uma.ac.ir/article_4321.html Objective: The present study aimed to investigate the effect of cognitive rehabilitation on visual-motor perception (shape error, rotation error, combination error, and continuity error) in students with specific learning disorder.Methods: This experimental study employed a pretest-posttest design with a control group. The statistical population consisted of all students with specific learning disorder referred to the Learning Disability Center in Ardabil City during the academic year 2021-2022. Among them, 40 students were selected via convenience sampling and were randomly assigned into the experimental group (n=20) and the control group (n=20). The experimental group received 11 sessions of cognitive rehabilitation intervention. Data were collected using the Bender-Gestalt Visual-Motor Perception Test and analyzed through covariance analysis.Results: Findings indicated that cognitive rehabilitation intervention led to a significant improvement in visual-motor perception (shape error, rotation error, combination error, and continuity error) in the experimental group students with specific learning disorder (p<0.01).Conclusion: It can be concluded that cognitive rehabilitation intervention can help reduce visual-motor perception errors in students with specific learning disorder. Implementing such interventions in educational settings can play a significant role in enhancing visual-motor perception skills in these students. https://jld.uma.ac.ir/article_4762.html the aim of the study was to compare the effectiveness of EasyMind educational methods and cognitive rehabilitation on executive functions and mathematical self-efficacy of students with mathematical disorders.The research design was a semi-experimental one with pre-test-post-test and follow-up with a control group.The statistical population consisted of students with mathematical learning disorders who referred tothe Learning Disorders Education Center of Bushehr Province in1401-1402(127).Among them,45students who met the necessary characteristics based on the criteria for entering the study and the criteria of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders were selected through purposive sampling and randomly assigned to two experimental groups and a control group(15 students in eachgroup).The research tools were N_back working memory software,Stroop word color test,Wisconsin card sorting test,and math self-efficacy questionnaire(validity and reliability of the tools were confirmed).The first group was trained in 14sessions with the Easy Mind method,and the second group was trained in 15sessions with the Sina Kagmed rehabilitation method.The data obtained were analyzed with SPSS-26 and the results were analyzed with the statistical test of analysis of variance with repeated measures and Tukey and Bonferroni post hoc tests for comparison of means.The findings indicated the effectiveness of the educational methods on the executive functions and math self-efficacy of students with math disorders and that the cognitive rehabilitation method was more effective than Easy Mind in all components.Therefore,it is suggested that both methods be used as interventions to improve the executive functions and math self-efficacy of students with math learning disorders.