Development of Cognitive-Psychological Empowerment Package and Its Effectiveness On the Executive Functions of Children with Reading Learning Disorders

Tajik, Zeynab; Tarverdizadeh, Hajar; Ghasemi, Masoud

doi:10.22059/japr.2026.388511.645121

Development of Cognitive-Psychological Empowerment Package and Its Effectiveness On the Executive Functions of Children with Reading Learning Disorders

Articles in Press

Document Type : Research Paper

Authors

zeynab tajik ¹

hajar tarverdizadeh ²

masoud ghasemi ³

¹ PhD student, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

² Assistant Professor, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

³ Assistant Professor, Department of Educational Psychology,, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

10.22059/japr.2026.388511.645121

Abstract

The present study was conducted to development of cognitive-psychological empowerment package and its effectiveness on the executive functions of children with reading learning disorders. The research method of the present study was analysis thematic through comparative method in the qualitative part and quasi-experimental with pretest, posttest, control group design and two-month follow-up period in the quantitative part. The statistical population in the quantitative section includes articles, books and theses related to the reading learning disorders and cognitive-psychological empowerment in the quantitative part, it included children with reading learning disorders in the second to fourth grades of elementary schools in district 12 of Tehran in the academic year of 2023-2024. 52 children with reading learning disorders were selected through purposive sampling method and randomly accommodated into experimental and control groups (each group of 26 children). Children in the experimental group received the cognitive-psychological empowerment package during twelve weeks in twelve 75-minute sessions. Executive Functions Questionnaire (EFQ) was used in this research. The results showed that cognitive-psychological empowerment package enjoys a suitable content validity from the experts’ viewpoint. Moreover, this package has had effect on the executive functions (F=88.50, Eta= 0.63, P≤0.001) of children with reading learning disorders.

Keywords

Cognitive-Psychological Empowerment

Executive Functions

Reading Learning Disorder