Effectiveness of Training Based on Reading Motivation Model on the Level of Executive Function and Reading Performance of Students with Reading Difficulties

The aim of this research was to investigate The effectiveness of Training Based on Reading Motivation Model on the level of executive function and reading performance of students with reading difficulties. The study was a quasi experimental pretest-posttest with control group. The statistical population includes all students (boys and girls) with reading difficulties, fourth and fifth grades of elementary school in Aligudarz, who are studying in the academic year 2019-2020, Targeted sampling method of which 30 students (15 in the experimental group and 15 in the control group was selected as the sample size and randomly. Research tools included  The executive functions questionnaire of Koolij et al. (2002) and the reading and dyslexia test (Nema) Kormi Nouri and Moradi (2005). Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. research results show that teaching Based on Reading Motivation Model increased executive function and reading performance in students with reading difficulties (p<0/001). Therefore, it can be said that reading is one of the main skills identifying lower elementary students with reading difficulties is essential to solving their problem.