Document Type : Research Paper
Authors
1
PhD Student in Educational Psychology, Department of Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
2
Assistant Professor, Department of Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
3
Associate Professor Evaluating and Measuring, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran
4
Professor Educational Psychology Department, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran
Abstract
The purpose of this study was to comparison of effectiveness of training based on self-regulated strategy development model and cognitive strategies training on writing disorder of students with special learning disorder. This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. In this research, the statistical population was all students with special learning disorder in Tehran city in year 2022. Using convenience sampling method, 45 students were selected and then into 2 experimental groups and one control group (each group 15 students) were replaced and experimental groups underwent self-regulation and cognitive strategies training. To collect data learning difficulties questionnaire (CLDQ), writing disorder test (FWDT). Analysis of variance with repeated measures with SPSS software version 24 was used for data analysis. The results of the study showed that of strategies training in post-test and follow up had a significant effect on writing disorder (P<0.05). In addition, the results of Bonferroni post hoc test showed that self-regulation strategies is more effective in writing disorder (P<0.05). According to the results of the present study, these interventions are effective in reducing the writing disorder of students with special learning disorders,
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