Impact of Metacognitive Intervention Program Instruction on the Reading Development of Dyslexic Primary School Learners

International Journal of Foreign Language Teaching and Research

دوره 10، شماره 42، دی 2022، صفحه 173-184   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.30495/jfl.2022.692644

نویسندگان

Saadi Garavand¹؛ Tayyebeh Khoshbakht^{* 1}؛ Akbar Azizifar²؛ Shahram Welidi¹

¹Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran

²University of Medical Sciences, School of Medicine, Ilam, Iran

چکیده

This experimental study aimed at discovering the impact of Metacognitive Intervention Program instruction on the reading advancement of Iranian dyslexic primary school learners. The participants consisted of 32 male and female, grade three primary school students, with the age range of 8 to 11 years and 90 to 110 IQ average. They were selected through convenient sampling and divided into two control and experimental groups of equal size. Then, the experimental group was exposed to the Metacognitive Intervention Program instruction for 10 weeks. Wechsler Intelligence Scale for Children (WISC) and Dyslexia and Reading (NEMA) tests were used as instruments.  To evaluate the participants’ reading progress, a pre-test and a post-test (NEMA) were conducted. The results of covariance analysis showed that the employed program was effective in the reading comprehension development of the participants. The findings of this study suggest that primary school instructors need to think more about using the Metacognitive Intervention Program instruction on different steps of reading comprehension and do more effective activities to assist students in removing their reading difficulties.
 
 

کلیدواژه‌ها

Dyslexic primary school learners؛ Metacognitive intervention teaching؛ Reading development

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