Volume 6, Issue 190 (3-2025)
J Except Educ 1404, __(190): 93-93 |
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bayat Y. The Effectiveness of Cognitive Empowerment Training on
Reading Fluency and Comprehension Skills in Students with
Reading Disorders. J Except Educ 2025; 6 (190) : 4
URL: http://exceptionaleducation.ir/article-1-2876-en.html
URL: http://exceptionaleducation.ir/article-1-2876-en.html
, bayat@gmail.com
Abstract: (205 Views)
Background and Objective: Students with reading disorders have cognitive problems that require
educational interventions to reduce them. The present study aimed to investigate the effectiveness of
cognitive empowerment training on reading fluency and comprehension skills in students with reading
disorders.
Method: The present study was a semi-experimental study with a pre-test-post-test design with an
experimental and control group. The statistical population of this study included all students with reading
disorders aged 7-11 in Gonbad-Kavous city who were studying in the 2024 academic year and were
introduced to the centers for special education and learning problems. Sample size: 30 eligible volunteer
students were included in the study using a purposive non-random sampling method. Of these, 15 were
randomly assigned to the experimental group and 15 to the control group. Cognitive empowerment
training based on the cognitive model of Thomas and Velthouse (1990) was implemented in groups for
the experimental group for eight 60-minute sessions. The control group did not receive any intervention.
The Karami Nouri and Moradi Reading and Dyslexia Test (reading skills) and reading comprehension
(Wechsler Children's Intelligence Scale) were administered. Descriptive statistics indicators including
mean, standard deviation, and analysis of covariance were used in the inferential statistics section to
describe the characteristics of the data. Data analysis was performed in SPSS version 25 software at a
significance level of 0.05.
Results: The results showed that cognitive empowerment training has an effect on reading fluency and
reading comprehension skills of students with reading disorders (P=0.01).
Conclusion: According to the results of this study, cognitive empowerment training improves reading
fluency and increases reading comprehension in students with reading disorders.
educational interventions to reduce them. The present study aimed to investigate the effectiveness of
cognitive empowerment training on reading fluency and comprehension skills in students with reading
disorders.
Method: The present study was a semi-experimental study with a pre-test-post-test design with an
experimental and control group. The statistical population of this study included all students with reading
disorders aged 7-11 in Gonbad-Kavous city who were studying in the 2024 academic year and were
introduced to the centers for special education and learning problems. Sample size: 30 eligible volunteer
students were included in the study using a purposive non-random sampling method. Of these, 15 were
randomly assigned to the experimental group and 15 to the control group. Cognitive empowerment
training based on the cognitive model of Thomas and Velthouse (1990) was implemented in groups for
the experimental group for eight 60-minute sessions. The control group did not receive any intervention.
The Karami Nouri and Moradi Reading and Dyslexia Test (reading skills) and reading comprehension
(Wechsler Children's Intelligence Scale) were administered. Descriptive statistics indicators including
mean, standard deviation, and analysis of covariance were used in the inferential statistics section to
describe the characteristics of the data. Data analysis was performed in SPSS version 25 software at a
significance level of 0.05.
Results: The results showed that cognitive empowerment training has an effect on reading fluency and
reading comprehension skills of students with reading disorders (P=0.01).
Conclusion: According to the results of this study, cognitive empowerment training improves reading
fluency and increases reading comprehension in students with reading disorders.
Article number: 4
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2025/Apr/Thu | Revised: 2026/May/Mon | Accepted: 2025/Oct/Tue | Published: 2026/Apr/Sat | ePublished: 2026/Apr/Sat
Received: 2025/Apr/Thu | Revised: 2026/May/Mon | Accepted: 2025/Oct/Tue | Published: 2026/Apr/Sat | ePublished: 2026/Apr/Sat
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