The Impact of Teaching Positive Attribution Style Strategies onreading Motivation in Children with Dyslexia

Attribution style and reading motivation are among the important factor of students' academic achievement. The aim of this study was to investigate the effect of teaching positive attribution style on motivation in students with dyslexia.

The method of this research is experimental and pre-test and post-test design with control group. The statistical population in this study consisted of all students in the city of Rasht, who were studying at the learning disability centers in the school year of 1398 – 99. Thirty students were selected from this statistical population, according to the conditions of entering and exiting to/from in the study which were randomly assigned to the experimental and control groups. In this study, the reading and dyslexia test of Kerami Nouri and Moradi (1387) was implemented to diagnose dyslexia, then the Wiegfeld and Guthrie (1997) questionnaire was used to measure the level of reading motivation, which was implemented in the pre-test and post-test phases on both groups the experimental group received a positive attribution style retraining program in 11 sessions of 45 minutes for 6 weeks. However, the control group did not receive any program other than the usual school program and finally data were compared with the statistical method of independent t-test and Multivariate analysis of covariance.

Data analysis showed that attributional retraining intervention improved reading motivation in dyslexia students. That is, it shows significant increase in motivation of students with dyslexia in the experimental group compared to the control group (P> 0.05)

Attributional retraining program provides students with mental health by creating positive attribution style. In this way, it partially prevented the waste of time, energy and exorbitant costs caused by the group's medical interventions.