Impact of Metacognitive Intervention Program Instruction on the Reading Development of Dyslexic Primary School Learners
محل انتشار: فصلنامه آموزش و پژوهش زبان، دوره: 10، شماره: 42
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 229
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شناسه ملی سند علمی:
JR_JFL-10-42_012
تاریخ نمایه سازی: 22 تیر 1401
چکیده مقاله:
This experimental study aimed at discovering the impact of Metacognitive Intervention Program instruction on the reading advancement of Iranian dyslexic primary school learners. The participants consisted of ۳۲ male and female, grade three primary school students, with the age range of ۸ to ۱۱ years and ۹۰ to ۱۱۰ IQ average. They were selected through convenient sampling and divided into two control and experimental groups of equal size. Then, the experimental group was exposed to the Metacognitive Intervention Program instruction for ۱۰ weeks. Wechsler Intelligence Scale for Children (WISC) and Dyslexia and Reading (NEMA) tests were used as instruments. To evaluate the participants’ reading progress, a pre-test and a post-test (NEMA) were conducted. The results of covariance analysis showed that the employed program was effective in the reading comprehension development of the participants. The findings of this study suggest that primary school instructors need to think more about using the Metacognitive Intervention Program instruction on different steps of reading comprehension and do more effective activities to assist students in removing their reading difficulties.
کلیدواژه ها:
نویسندگان
Saadi Garavand
Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
Tayyebeh Khoshbakht
Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
Akbar Azizifar
University of Medical Sciences, School of Medicine, Ilam, Iran
Shahram Welidi
Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
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