The Effectiveness of Self-Regulatory Learning Strategies on Working Memory and Inhibiting the Response of Dyslexic Students

A high percentage of children with learning disabilities, the most common of which is disordered reading or dyslexia, and one of the areas affected by poor performance, finding ways to improve performance can lead to academic achievement and preventing a student from preventing failureThe purpose of this study was to determine the effect of teaching self-regulation learning strategies on memory and inhibition of dyslexic students. Metod: The design of this semi-experimental study was a trial and control group in which 30 dyslexic students of elementary school students were selected through a sampling method. The statistical population of the elementary school students was dyslexic Education in Mashhad in the academic year of 97-96. Subjects were trained in eight 90-minute sessions once a week.

The results of the research showed that training of self-regulation learning strategies on working memory and inhibition of dyslexic students' response was effective in collecting data.

Based on this, it can be concluded that self-regulation learning on the components of executive function can be an effective therapeutic approach for dysfunctional students.