The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia Students’ Academic achievement
Aims: One of the influence factors of Dyslexia’s students are self- regulation and Academic achievement.The aim of this study was to determine the effectiveness of academic self –regulation strategies in dyslexic students Academic achievement in third primary school. Methods: An experimental method...
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| Format: | Article |
| Language: | fas |
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University of Sistan and Baluchestan
2015-03-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_2337_774f40e2b41f84bc79dfceff47c6d932.pdf |
| _version_ | 1797869406723768320 |
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| author | Seyede Nafise Bagheri Mohammad Ali Mohammadi Far Gelin MehdiNejad Gorji |
| author_facet | Seyede Nafise Bagheri Mohammad Ali Mohammadi Far Gelin MehdiNejad Gorji |
| author_sort | Seyede Nafise Bagheri |
| collection | DOAJ |
| description | Aims: One of the influence factors of Dyslexia’s students are self- regulation and Academic achievement.The aim of this study was to determine the effectiveness of academic self –regulation strategies in dyslexic students Academic achievement in third primary school. Methods: An experimental method using pre – test and post –test with control group was employed. The statistical population consisted of third grade primary school students in Neka. 30 students with reading disorder (Dyslexia) were identified through relevant tests. Using multiple stage cluster sampling they were randomly divided into groups. (One experimental group and one control group). After performing pretests in both groups the experimental group received Self –regulation strategies instruction for 6 sessions of 45 minutes but the control group didn't receive any instruction. The Academic achievement post –test was administered in both groups and after two months of instruction Academic achievement post – test was administered. Data was analyzed using repeated measurement analysis. Findings: Data analysis indicated that after instruction the anxiety of experimental group comparing with control group decreased significantly. Conclusion:In one hand instruction self-regulation strategies was effective on improvement of primary dyslexic students' Academic achievement and on the other hand, using these strategies caused learning permanency in this group(after 2 months). |
| first_indexed | 2024-04-10T00:12:08Z |
| format | Article |
| id | doaj.art-60b1a15fd02140b4b5e1e261525b58fd |
| institution | Directory Open Access Journal |
| issn | 2228-6683 2783-5235 |
| language | fas |
| last_indexed | 2024-04-10T00:12:08Z |
| publishDate | 2015-03-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | مطالعات روانشناسی تربیتی |
| spelling | doaj.art-60b1a15fd02140b4b5e1e261525b58fd2023-03-16T08:10:51ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352015-03-01122112010.22111/jeps.2015.23372337The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia Students’ Academic achievementSeyede Nafise Bagheri0Mohammad Ali Mohammadi Far1Gelin MehdiNejad Gorji2کارشناسی ارشد روان شناسی تربیتی ، دانشگاه آزاد اسلامی ساریاستادیارگروه روانشناسی تربیتی دانشگاه سمناندانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنانAims: One of the influence factors of Dyslexia’s students are self- regulation and Academic achievement.The aim of this study was to determine the effectiveness of academic self –regulation strategies in dyslexic students Academic achievement in third primary school. Methods: An experimental method using pre – test and post –test with control group was employed. The statistical population consisted of third grade primary school students in Neka. 30 students with reading disorder (Dyslexia) were identified through relevant tests. Using multiple stage cluster sampling they were randomly divided into groups. (One experimental group and one control group). After performing pretests in both groups the experimental group received Self –regulation strategies instruction for 6 sessions of 45 minutes but the control group didn't receive any instruction. The Academic achievement post –test was administered in both groups and after two months of instruction Academic achievement post – test was administered. Data was analyzed using repeated measurement analysis. Findings: Data analysis indicated that after instruction the anxiety of experimental group comparing with control group decreased significantly. Conclusion:In one hand instruction self-regulation strategies was effective on improvement of primary dyslexic students' Academic achievement and on the other hand, using these strategies caused learning permanency in this group(after 2 months).https://jeps.usb.ac.ir/article_2337_774f40e2b41f84bc79dfceff47c6d932.pdfacademic achievementdyslexia’s studentsself- regulation strategies |
| spellingShingle | Seyede Nafise Bagheri Mohammad Ali Mohammadi Far Gelin MehdiNejad Gorji The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia Students’ Academic achievement مطالعات روانشناسی تربیتی academic achievement dyslexia’s students self- regulation strategies |
| title | The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia
Students’ Academic achievement |
| title_full | The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia
Students’ Academic achievement |
| title_fullStr | The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia
Students’ Academic achievement |
| title_full_unstemmed | The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia
Students’ Academic achievement |
| title_short | The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia
Students’ Academic achievement |
| title_sort | effectiveness of instruction self regulation strategies on dyslexia students academic achievement |
| topic | academic achievement dyslexia’s students self- regulation strategies |
| url | https://jeps.usb.ac.ir/article_2337_774f40e2b41f84bc79dfceff47c6d932.pdf |
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