The Effect of Cognitive Strategies on Reading Performance of Students with Specific Learning Disability

Abstract

The aim of this study was to investigate the effect of cognitive strategies on reading performance of students with special learning disabilities. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of this study included students with learning disabilities in Ahar city who referred to the Learning Disabilities Center in the academic year 2019-2020, of which 20 were randomly selected and divided into experimental and control group. The instruments Hosaini, et al. reading and dyslexic test and Den educational package of cognitive strategies. The results of statistical analysis of covariance showed that the mean scores of post-tests in both reading and comprehension test were significantly different. The mean post-test of the experimental group was improved compared to the control group. Therefore, it can be concluded that teaching cognitive strategies had a positive and significant effect on reading and comprehension of children with special learning disabilities. Designing and implementing cognitive strategic programs for other students with developmental neurological disorders, as well as holding in-service training courses on cognitive strategies, is recommended for teachers.

Keywords

• cognitive strategies
• comprehension
• reading skills
• specific learning disability