The effectiveness of teaching self-regulated learning strategies on reading comprehension of students with reading disorders.

Document Type : Research Paper

Authors

1 PhD student in Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

3 Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran

10.22098/jld.2025.18450.2289

Abstract

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.

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Main Subjects

References

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Journal of Learning Disabilities
Volume 15, Issue 1
December 2025

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