The Impact of Executive Functions-Based Intervention on School Engagement and Academic Self-Concept of Students with Dyslexia

Abstract

The present study aimed at investigating the impact of executive functions-based intervention on school engagement and academic self-concept of students with dyslexia. The research design was pretest-posttest with control group. For this purpose, from the third grade students of primary schools in Bandar Abbas in the academic year of 2011-2012, 30 boy students with dyslexia were selected according to the research criteria and randomly assigned to experimental (n=15) and control (n=15) groups. The data were collected by School Engagement Questionnaire and School Self-Concept Inventory in pre- and post-test. The training package designed based on executive functions was taught to the experimental group during seven weekly sessions each lasted 90 minutes. The control group received no intervention. The results of the analysis revealed that the executive functions-based intervention significantly influenced school engagement and academic self-concept of students with dyslexia. Considering the greater efficacy of executive functions-based intervention, it is suggested that this intervention be used to promote school engagement and self-concept in students with dyslexia.

Keywords

• dyslexia
• executive functions
• school engagement
• academic self-concept