Comparing The Effectiveness Of Cognitive Empowerment And Metacognition Strategies On Executive Functions, Fluency Reading Skills, Reading Comprehension And Memory Capacity In Students With Reading Disabilities

The aim of the present research was to compare the effectiveness of cognitive empowerment training and metacognitive strategy training on reading fluency and comprehension skills in students with reading disabilities. The statistical population of this study consisted of all students aged ۷-۱۱ with reading disabilities in Gonbad Kavous County who were enrolled in the ۲۰۲۲-۲۰۲۳ academic year and had been referred to special education centers for learning difficulties. A sample of ۴۵ students was selected using non-random purposeful sampling. Among these, ۱۵ were randomly assigned to the control group, ۱۵ to the first experimental group, and ۱۵ to the second experimental group. Cognitive empowerment training based on the cognitive model of Thomas and Velthouse was conducted for the first experimental group in eight ۴۵-minute group sessions. Meanwhile, the educational package for metacognitive strategy training (Goetz, Alexander, and Ash, ۱۹۹۲) was implemented for the second experimental group in six ۴۵-minute group sessions. The reading and dyslexia test questionnaire (reading skill) by Karami Noori and Moradi, as well as the reading comprehension questionnaire (WISC-IV) were administered to all students in all three groups at three different stages. Data analysis using multivariate analysis of covariance showed that the effect of Cognitive Empowerment Training (CET) and Metacognitive Strategy Training (MST) on the combination of research variables was significantly different among the groups (P < ۰.۰۰۱). Additionally, the results of univariate analysis of covariance indicated that this significant difference existed across all research variables (P < ۰.۰۰۱). Based on these results, it can be concluded that Cognitive Empowerment Training (CET) and Metacognitive Strategy Training (MST) are effective in improving reading fluency and comprehension skills in students with reading disabilities.

کلیدواژه ها:

Cognitive empowerment ، metacognitive strategies ، reading fluency skills ، reading comprehension ، students with reading disabilities