دوره 11، شماره 1 - ( 1404 )
جلد 11 شماره 1 : e9 |
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Raji F, Bahramipour Isfahani M, Ghamarani A. Effectiveness of Working Memory Interventions on Metamemory and Phonological Awareness in Dyslexic Primary School Children. CJP 2025; 11 (1)
URL: http://caspianjp.ir/article-1-278-fa.html
URL: http://caspianjp.ir/article-1-278-fa.html
Effectiveness of Working Memory Interventions on Metamemory and Phonological Awareness in Dyslexic Primary School Children. مجله کاسپین کودکان. 1404; 11 (1)
چکیده: (71 مشاهده)
Background and Objective: Specific learning disorders (SLDs), particularly dyslexia, present significant developmental challenges in childhood, imposing substantial academic and psychological burdens. The aim of this study was to investigate the effects of working memory interventions on enhancing metamemory and phonological awareness among dyslexic primary school children the Rah-e Bartar Counseling and Psychology Center in Isfahan, Iran.
Methods: This quasi-experimental study used a pre-test, post-test, and two-month follow-up design with a control group. Forty dyslexic primary school children, purposively sampled from those attending learning disability centers in Isfahan during the 2022-2023 academic year, were divided into an experimental group (n=20) and a waitlist control group (n=20). The experimental group received 16 individual working memory intervention sessions involving verbal and visuospatial tasks (30-35 minutes each, four times weekly over one month). Data were collected using the Multifactorial Metamemory Questionnaire and the Phonological Awareness Test. Statistical analyses, including descriptive statistics, repeated measures ANOVA, and Bonferroni post-hoc tests, were performed using SPSS.
Findings: The findings indicated that working memory interventions yielded statistically significant improvements in both metamemory and phonological awareness in dyslexic children (F=642.11, P<0.001, 95% CI [12.45, 15.77] for metamemory; F=604.08, P<0.001, 95% CI [9.29, 12.61] for phonological awareness). Significant group-by-time interaction effects were observed, with the experimental group showing greater improvements than the control group.
Conclusion: The results strongly suggest that working memory interventions are an effective strategy for enhancing both metamemory and phonological awareness in dyslexic primary school children, offering a valuable approach for improving their cognitive and literacy skills.
Methods: This quasi-experimental study used a pre-test, post-test, and two-month follow-up design with a control group. Forty dyslexic primary school children, purposively sampled from those attending learning disability centers in Isfahan during the 2022-2023 academic year, were divided into an experimental group (n=20) and a waitlist control group (n=20). The experimental group received 16 individual working memory intervention sessions involving verbal and visuospatial tasks (30-35 minutes each, four times weekly over one month). Data were collected using the Multifactorial Metamemory Questionnaire and the Phonological Awareness Test. Statistical analyses, including descriptive statistics, repeated measures ANOVA, and Bonferroni post-hoc tests, were performed using SPSS.
Findings: The findings indicated that working memory interventions yielded statistically significant improvements in both metamemory and phonological awareness in dyslexic children (F=642.11, P<0.001, 95% CI [12.45, 15.77] for metamemory; F=604.08, P<0.001, 95% CI [9.29, 12.61] for phonological awareness). Significant group-by-time interaction effects were observed, with the experimental group showing greater improvements than the control group.
Conclusion: The results strongly suggest that working memory interventions are an effective strategy for enhancing both metamemory and phonological awareness in dyslexic primary school children, offering a valuable approach for improving their cognitive and literacy skills.
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