Atena Esfahani Khaleghi, Ali Asghar Asgharnejad Farid, Hasan Ahadi and Seyyed Ali Mohammad Mousavi
The main aim of this research is evaluate and compare methods of meta-cognition teaching & teaching of fine motor skills on reading functions of male dyslexia students at 3rd grade of elementary schools, Ab-e-Yek City. Research plan is experimental and with pre/after tests type with two test groups and one control group. The population of this research includes all male dyslexia students at 3rd grade of elementary school through academic year 2012-2013 at Ab-e-Yek city. Research sample includes 45 dyslexia students who were elected on random basis and replaced in test & control groups. The applied tools include Karami Nouri & Moradi (NAMA) dyslexia and reading test and also Children’s Wechsler Intelligence test. Upon replacement of both groups testing factors, one group received meta-cognition teachings for 8 sessions of 1-hour. The other group received fine motor skills teaching for 8 sessions of 1-hour while there was not any interfere in control group. Upon the end of interfere, all three groups performed reading & dyslexia test. The statistical method of Covariance analysis and also Bonferoni Post Hoc test were applied for data analysis. According to the result, both methods of meta-cognition & fine motor skills were effective in betterment of reading in dyslexia students. From among both mentioned methods, meta-cognition teaching was more effective on reading function of dyslexia students as well.
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