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Abstract
Background and purpose: The purpose of the present study was to determine the effectiveness of
Persian language teaching based on metacognitive strategies on improving the reading and writing skills
of students with learning disabilities.
method: It was a semi-experimental research design of pre-test-post-test type with control group.
The research population consisted of all female students with learning disabilities in the first year of
elementary school in district 1 of Kerman city in the academic year of 2022, of which 30 were selected
using the available sampling method and divided into two groups of 15 Test subjects and witnesses were
divided. The tool of this research was the reading and dyslexia questionnaire of Karmi and Moradi (1378)
and Writing Disorder Questionnaire of Fallahchay (1374). For the experimental group, Persian language
training based on metacognitive strategies was conducted twice a week for 10 sessions of 90 minutes,
and the control group did not receive any intervention during this period. The data were obtained using
statistical methods such as Mean, standard deviation and analysis of covariance were analyzed.
Results: The findings showed that Persian language teaching based on metacognitive strategies had a
significant effect on improving the reading and writing skills of students with learning disabilities (P<0.01).
Conclusion: It is concluded that Persian language teaching based on metacognitive strategies has
improved the reading and writing skills of students with learning disabilities.
 

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Attribution retraining is a training intervention that aimed to remove motivational problems for learning in students and modify their thinking about causal attributions. Consequently, it increases their self-esteem and expectation level for success. On other hand, cognitive strategies are learning instruments which aimed to help students for acquisition, organization, saving knowledge and skill, and facilitate to use them in future time. Meta-cognition strategies mean some instruments for guiding and supervising cognitive strategies. Successful learners can replace ineffective cognitive strategies with effective ones. It is important to evaluate problem-solving methods and their outcomes before applying them. The students who master on learning strategies are more successful during problem-solving process. The present paper discusses how attribution retraining, cognitive and metacognitive strategies can help intellectually disabled students to use their thinking and behaviors for problem-solving.