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:: Volume 7, Issue 4 (Winter 2008 2008) ::
JOEC 2008, 7(4): 407-424 Back to browse issues page
Impact of Attributional and Metacognitive-attributional Strategies Training on Reading Comprehension in Fourth Grade Female Elementary Students with Dyslexia
Marzieh Dehghani Ms * , Shole Amiri PhD, Hosien Molavi PhD
Abstract:   (1081 Views)

Objective: The purpose of this research was to determine the efficacy of attributional and metacognitive-attributional strategies training on reading comprehension of fourth grade female elementary students with dyslexia in Isfahan. Method: 30 subjects were randomly selected, and assigned to 3 groups (two experimental groups and one control group). The reading comprehension test was administered as the pre– and post- test to all groups. The two experimental groups received 8 sessions of 45 minutes training. The control group did not receive training. Results: Covariance analysis showed that there were significant differences among mean scores of reading comprehension in the 3 groups. The mean scores of metacognitive-atributional strategies was significantly bigger than the mean scores of atrributional training. Conclusion: The training of attributional and metacognitive strategies could enhance reading comprehension in students with dyslexia.  

Keywords: Attributional training, metacognitive-attributional strategies, reading comprehension, dyslexa
Full-Text [PDF 5040 kb]   (414 Downloads)    
Type of Study: Applicable | Subject: Special
Received: 2007/07/25 | Accepted: 2007/12/2 | Published: 2008/02/19
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Dehghani M, Amiri S, Molavi H. Impact of Attributional and Metacognitive-attributional Strategies Training on Reading Comprehension in Fourth Grade Female Elementary Students with Dyslexia. JOEC. 2008; 7 (4) :407-424
URL: http://joec.ir/article-1-369-en.html


Volume 7, Issue 4 (Winter 2008 2008) Back to browse issues page
فصلنامه کودکان استثنایی Journal of Exceptional Children
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