Paper Information

Journal:   JOURNAL OF PSYCHOLOGY AND EDUCATION   SPRING 2007 , Volume 37 , Number 1; Page(s) 57 To 71.
 
Paper: 

IMPLEMENTATION OF COGNITIVE STRATEGIES TO IMPROVE WRITTEN EXPRESSION OF STUDENTS WITH LEARNING DISABILITIES IN ELEMENTARY SCHOOL SETTING

 
 
Author(s):  GHOBARI BONAB B., ADAM ZADEH F.
 
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Abstract: 

hTis research was conducted to investigate the impact of congnitive strategies in improvement of written expression in students with learning disabilities with utilization of Englert (1990) paradigm. This program was consisted of the following components: Planning, Organizing, Writing, Editing, and Revising (POWER). This program was called "POWER" for acronym. The design of the study was "pretest-posttest" control group design. The sample of this study consisted of sixty female students (31 in control condition, and 30 in experimental condition) whom were drawned randomly from five elementary schools in Najaf Abad. The following instruments were used in this study included: 1) Questionnaire analyzing written expression (this questionnaire was developed by investigator on the basis of "POWER" program), 2) Goodenough- Harris test to measure the levels of intellectual functioning in students, 4) Ruthers' test to measure emotional- behavioral problems of students. Analysis of data indicated that experimental group was significantly higher in all five components of using congnitive strategies in written expression (p<%1). In addition a significant improvement in written expression of experimental group was observed (p<%1). These findings showed effectiveness of teaching cognitive strategies and its maintaining effect across time. Theoretical implications of findings, and their practical application have been delineated in the article.

 
Keyword(s): STUDENTS WITH LEARNING DISABILITIES, DISABILITY IN WRITTEN EXPRESSION, COGNITIVE AND METACOGNITIVE STRATEGIES, IMPROVEMENT IN WRITTEN EXPRESSION
 
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