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keshavarzi, F., shojaee, S., hemati, G. (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. Comparative Linguistic Research, 6(10), 113-129. doi: 10.22084/j.psychogy.2018.10384.1337
fatmeh keshavarzi; setare shojaee; 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". Comparative Linguistic Research, 6, 10, 2018, 113-129. doi: 10.22084/j.psychogy.2018.10384.1337
keshavarzi, F., shojaee, S., hemati, G. (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', Comparative Linguistic Research, 6(10), pp. 113-129. doi: 10.22084/j.psychogy.2018.10384.1337
keshavarzi, F., shojaee, S., hemati, G. The Effectiveness of Self-Instruction Skills Training on Metacognitive Awareness and Handwriting Problems of Students having Specific Learning Disorder with Impairment in Written Expression. Comparative Linguistic Research, 2018; 6(10): 113-129. doi: 10.22084/j.psychogy.2018.10384.1337

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

راهبردهای شناختی در یادگیری
Article 7, Volume 6, Issue 10, August 2018, Pages 113-129    PDF (758.52 K)
Document Type: Research Article
DOI: 10.22084/j.psychogy.2018.10384.1337
Authors
fatmeh keshavarzi; setare shojaee* ; ghorban hemati
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.
Keywords
Self- Instruction; Metacognitive Awareness; handwriting problems; specific learning disorder with impairment in written expression
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