The Effectiveness of Self-Instruction Skills Training on Metacognitive Awareness and Handwriting Problems of Students having Specific Learning Disorder with Impairment in Written Expression

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keshavarzi fatmeh; shojaee setare; hemati ghorban

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Paper Information

Journal: JOURNAL OF COGNITIVE STRATEGIES IN LEARNING Year:2018 | Volume:6 | Issue:10 Page(s): 113-129

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Information Journal Paper

Title

The Effectiveness of Self-Instruction Skills Training on Metacognitive Awareness and Handwriting Problems of Students having Specific Learning Disorder with Impairment in Written Expression

Author(s)

keshavarzi fatmeh | shojaee setare | hemati ghorban | Issue Writer Certificate

Keywords

Self-InstructionQ1

Metacognitive AwarenessQ2

handwriting problemsQ1

specific learning disorder with impairment in written expressionQ1

Abstract

Aim: specific learning disorder with impairment in written expression has a negative effect on social and academic performance of individuals. So the aim of this study was to examine the effectiveness of Self-Instruction skills training on Metacognitive Awareness and handwriting problems of boy students having specific learning disorder with impairment in written expression. Method: The study conducted under the quasi-experimental method with pre-and post-test along with the control group. The sample of the study included 32 subjects (16 for experimental group and 16 for control group), were selected by available sampling Method, among second to six grade elementary students in " schools for regular education" in Kherame. Subjects randomly assigned in experimental and control groups. Metacognitive Awareness scale(Panaoura & Philippou, 2005) and a researcher made handwriting problems checklist (Keshavarzi, 2015) were used as a tools of data collection in before and after Intervention. Experimental group sequentially received 15 sessions of Self-Instruction skills training. The data were analyzed by using of analysis of covariance (ANCOVA). Results: The results indicated that the scores of experimental group in Metacognitive Awareness and handwriting problems were improved after intervention (P<. 01). Conclusion: Therefore, we can conclude that Self-Instruction skills training improving the Metacognitive Awareness and handwriting problems of students having specific learning disorder with impairment in written expression.

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APA: Copy

keshavarzi, fatmeh, shojaee, setare, & hemati, ghorban. (2018). The Effectiveness of Self-Instruction Skills Training on Metacognitive Awareness and Handwriting Problems of Students having Specific Learning Disorder with Impairment in Written Expression. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, 6(10 ), 113-129. SID. https://sid.ir/paper/255151/en

Vancouver: Copy

keshavarzi fatmeh, shojaee setare, hemati ghorban. The Effectiveness of Self-Instruction Skills Training on Metacognitive Awareness and Handwriting Problems of Students having Specific Learning Disorder with Impairment in Written Expression. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING[Internet]. 2018;6(10 ):113-129. Available from: https://sid.ir/paper/255151/en

IEEE: Copy

fatmeh keshavarzi, setare shojaee, and ghorban hemati, “The Effectiveness of Self-Instruction Skills Training on Metacognitive Awareness and Handwriting Problems of Students having Specific Learning Disorder with Impairment in Written Expression,” JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, vol. 6, no. 10 , pp. 113–129, 2018, [Online]. Available: https://sid.ir/paper/255151/en

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