Impact of Metacognitive Intervention Program Instruction on the Reading Development of Dyslexic Primary School Learners
Subject Areas :
Saadi Garavand
1
(
Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
)
Tayyebeh Khoshbakht
2
(
Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
)
Akbar Azizifar
3
(
University of Medical Sciences, School of Medicine, Ilam, Iran
)
Shahram Welidi
4
(
Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
)
Keywords: Dyslexic primary school learners, Metacognitive intervention teaching, Reading development,
Abstract :
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.
Anderson, P.L., & Meier-Hedde, R. (2001). Early case reports of dyslexia in the United States and Europe. Journal of Learning Disabilities, 34(1), 9–21.
Azhar, M., Nisawan, R. & Khalidi, sh. (2015). The impact of metacognitive strategies on dyslexic primary students’ awareness and reading comprehension. Journal of Educational Sciences & Research, 2(1), 54-62.
Bemana., S. Ghamarani.,A. & Naderi, F. (2018). Effect of response to metacognitive intervention on the reading performance of the students with reading disability. Journal of Disability Studies, 92(7), 1-14.
Casey, J. (2012). A model to guide the conceptualization, assessment, and diagnosis of nonverbal learning disorders. Canadian Journal of School Psychology, 27(1), 35–57.
Duke,N.(2013).Starting out: Practices to use in K-3. Journal of Educational Leadership, 71(3), 40-44.
Karami-e-Noori, R., & Moradi, A. (2005). Reading and dyslexia test. Tehran, Jahad-e-Daneshgahi Publications, Teacher Training University.
Casy, M. (2020). Dyslexia and reading instruction. The national council for special education (NCSE). Retrieved September 2020 from https://www.sess.ie/dyslexia-section/dyslexia-and-reading-instruction,1(2), 1-6.
Ladonifard., N. Shojaee., S., & Alamdarloo, H. (2017). The effectiveness of the linguistic game program on reading performance of dyslexic male students. Quarterly of Psychology of Exceptional Individuals. Allameh Tabataba’i University, 7(25),35-52.
Lotfabadi, H. (2003). Minimizing reading failure through early identification of children at risk of reading disability. Journal of Educational Studies, 8(2), 23-41.
Long, L., MacBlain, S., & MacBlain, M. (2007). Supporting students with dyslexia at the secondary level: An emotional model of literacy. International Reading Association, 51(2), 124-134.
MacCullagh, L. (2014). Study strategies for students with dyslexia. Retrieved July 2020, fromhttp://www.ccd.edu.au/services/multimedia/StudyStrategies_Dyslexia_LoisMacCullagh_2014Nov23.pdf,12-15.
Moats, L. C., & Lyon, G. R. (1993). Learning disabilities in the United States: Advocacy, science, and the future of the field. Journal of Learning Disabilities, 26(5), 282-294.
Moore, W., & Hammond, L. (2010). Using education assistants to help pave the road to literacy: Supporting oral language, letter sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of Learning Difficulties, 16(2), 85-110.
Meadows, S., & Cashdan, A. (2019). Helping children learn: Contributions to a cognitive curriculum (2nd ed), Routledge Library Edition, 112-123.
Palfiova M., Dankulincova Veselska Z, Bobakova, D. (2017). Is risk-taking behavior more prevalent among adolescents with learning disabilities? European Journal of Public Health, 27,501-506.
Reid, G., & Green, S. (2014). 100 + ideas for supporting pupils with dyslexia. London: Bloomsbury, 220-222.
Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. London: Department for Children, Schools, and Families,124-125.
Sedaghati, L., Foroughi, R., & Shafiei, B. (2010). Prevalence of reading difficulty in first to fifth-grade elementary students Isfahan, Iran. Iranian Bimonthly Audiology Journal, 19 (1), 94-101.
Sharifi, S., & Rezaie, S. (2018). The effectiveness of working memory training on reading difficulties among students with reading disorders. Iranian Journal of Learning and Memory, 1(1), 35-44.
Skeja, M. (2014). The impact of the cognitive intervention program on learning disability. Journal of Child and Health, 6(2), 78-88.
Solaimani, A., Sehperian Azad., F & Immandost. H. (2018). the effectiveness of metacognitive and cognitive strategies with the speed of information processing and reading based on the Stroop Test in students with learning disabilities. Biannual Journal of Clinical Psychology & Personality, 16(1), 21-31.
Sumner,E., Connelly,V., & Barnett,L. A.( 2012). Children with reading difficulty are slow writers because they pause more often and not because they are slow at handwriting execution. Journal of Reading and Writing, 26) 6), 991-1008.
Wajuihian, S. (2011). Reading difficulties: An overview. The South African Optometrist, 70(2), 89-98.
Wagner, R. (2011). Rudolf Berlin: Originator of the term dyslexia. Annals of Dyslexia, 23(1), 57–63.
Waldie, K., Austin, J., Hattie, J., & Fairbrass, M. (2014). SPELD NZ remedial intervention for dyslexia. New Zealand Journal of Educational Studies, 49(1), 23-36.
Washburn, E., & Mulcahy, C. (2014). Expanding preservice teachers’ knowledge of the English language: Recommendations for teacher educators. Reading and Writing Quarterly: Overcoming Learning Difficulties, 30(4), 328-347.
Wheldall, K., Wheldall, R., & Rothwell, I. (2015). Reading tutor program. Multilit: A research initiative of Macquarie University. Retrieved July 2020, from http://www. multilit. com/ programs/reading-tutor-program/
Zafiropoulou., M. & Mati-Zissi, A. (2020). The impact of Metacognitive Intervention Program instruction on reading disabilities of students. Journal of reading disability, 1(5), 14-32.
Zangiabadi, M., Sadeghi, M., & Ghadampour, E. (2018). The effectiveness of working memory training on reading difficulties among students with reading disorders. Iranian Journal of Learning and Memory, 1(2), 23-31.