IMPACT OF TEACHING COGNITIVE STRATEGIES ON ACADEMIC ACHIEVEMENT IN STUDENTS WITH DYSGRAPHIA

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

NIAZI E.; KADIVAR P.; YARYARI F.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: Journal of Exceptional Childre Year:2008 | Volume:8 | Issue:2 (28) Page(s): 177-186

Download Full-Text

Persian Verion

View:

2,310

Download:

Cites:

Information Journal Paper

Title

IMPACT OF TEACHING COGNITIVE STRATEGIES ON ACADEMIC ACHIEVEMENT IN STUDENTS WITH DYSGRAPHIA

Author(s)

NIAZI E. | KADIVAR P. | YARYARI F. | Issue Writer Certificate

Keywords

COGNITIVE STRATEGIESQ2

ENGLERT MODELQ3

DYSGRAPHIAQ2

ACADEMIC ACHIEVEMENTQ2

Abstract

Objective: This study was conducted to investigate the effect of teaching COGNITIVE STRATEGIES on ACADEMIC ACHIEVEMENT in students with DYSGRAPHIA. Method: 60 students were randomly selected among 480 students with DYSGRAPHIA, and assigned randomly into two groups. The COGNITIVE STRATEGIES were administered to the experimental group through ENGLERT MODEL in 25 sessions and in five different stages. Results: The results manifested significant differences in performance between the two groups. The experimental group had a better academic performance than the control group. However, no significant difference was observed between male and female students in ACADEMIC ACHIEVEMENT after teaching COGNITIVE STRATEGIES. Conclusion: This study approves that ENGLERT MODEL for teaching COGNITIVE STRATEGIES can improve ACADEMIC ACHIEVEMENT in students with DYSGRAPHIA.

Cites

No record.

References

No record.

Cite

APA: Copy

NIAZI, E., KADIVAR, P., & YARYARI, F.. (2008). IMPACT OF TEACHING COGNITIVE STRATEGIES ON ACADEMIC ACHIEVEMENT IN STUDENTS WITH DYSGRAPHIA. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), 8(2 (28)), 177-186. SID. https://sid.ir/paper/96365/en

Vancouver: Copy

NIAZI E., KADIVAR P., YARYARI F.. IMPACT OF TEACHING COGNITIVE STRATEGIES ON ACADEMIC ACHIEVEMENT IN STUDENTS WITH DYSGRAPHIA. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN)[Internet]. 2008;8(2 (28)):177-186. Available from: https://sid.ir/paper/96365/en

IEEE: Copy

E. NIAZI, P. KADIVAR, and F. YARYARI, “IMPACT OF TEACHING COGNITIVE STRATEGIES ON ACADEMIC ACHIEVEMENT IN STUDENTS WITH DYSGRAPHIA,” JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), vol. 8, no. 2 (28), pp. 177–186, 2008, [Online]. Available: https://sid.ir/paper/96365/en

Related Journal Papers