en عمومى General پژوهشي Research <div style="text-align: justify;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:14.0pt"><b><span style="color:#24a3a0">Background and Objective:</span></b> <span style="color:#000000;">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.</span></span><br> <span style="line-height:14.0pt"><b><span style="color:#24a3a0">Methods:</span></b><span style="color:#000000;"> 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.</span></span><br> <span style="line-height:14.0pt"><b><span style="color:#24a3a0">Findings:</span></b> <span style="color:#000000;">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.</span></span><br> <span style="line-height:14.0pt"><b><span style="color:#24a3a0">Conclusion:</span></b> <span style="color:#000000;">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.</span></span></span></span></div> Cognitive Remediation, Dyslexia, Metamemory, Phonological Awareness, Working Memory 0 0 http://caspianjp.ir/browse.php?a_code=A-10-357-1&slc_lang=en&sid=1 Fahimeh Raji fahimmehrajabi@gmail.com 10031947532846005144 0009-0009-8024-979x No Department of Psychology, Is.C., Islamic Azad University, Isfahan, Iran Mansoureh Bahramipour Isfahani dr.baharamipourisfahani@iau.ac.ir 10031947532846005145 10031947532846005145 Yes Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran Amir Ghamarani amghamarani@gmail.com 10031947532846005146 10031947532846005146 No Department of Psychology and Education of Children with Special Needs, Isfahan University, Isfahan, Iran.