Objective: The present study investigates the effect of self-regulation strategies on reduction of spelling errors in primary students with writing disorder in Tehran. Method: in the first stage, 20 students with writing disorder answered identical tests (Wechsler children intelligence test, and writing disorder test), and then they were selected randomly according to multiple stage cluster sampling method. The evaluated sample was then randomly divided into two experimental and control groups. Experimental group received a related training package in 10 sessions, and the control group did not receive any intervention. Data was analyzed through covariance analysis. Results: Research findings indicate that writing efficacy of experimental group was improved in comparison with control group. Conclusion: This study concludes that self-regulation strategies have practical and beneficial effects in reducing spelling errors for these children.
Baezzat F, Eizadifard R. Impact of Self-regulation Strategies on Reduction of Spelling Errors in Primary Students with Writing Disorder. JOEC 2010; 10 (1) :21-28 URL: http://joec.ir/article-1-294-en.html