Comparison the effect of Dovson-Guare program and Metacognitive processes education onexecutive functioning (attention, working memory, and behavioral inhibition) of students with dyslexia

This study aims to compare the effect of Dovson-Guare program and Metacognitive processes education on executive functioning (attention, working memory, and behavioral inhibition) of students with dyslexia. Pre-test, Post-test, and control group were used for research method. A total of 45 primary students with reading learning disorder participated in this program at first half of school year (2018-2019), which they were from Ardabil city. They were divided into two experimental (each of them have 15 participants) and one control (15 participants) groups. One of the experimental group received Dovson-Guare program at 1 hour education about 8 sessions and the other one received Metacognitive processes education at 60-70 seconds about 10 sessions. Behavior Rating Inventory of Executive Functioning questionnaire (BRIEF) was used for data collection. (Multivariate analysis of Covariance) (MANCOVA) and Benofreni test with SPSS20 were used for data analysis. The findings showed that both programs have significant differences on improvements of attention, working memory, and behavioral inhibition of students with reading learning disorder (p˃0.01). Moreover the results of Benofreni test showed that there is no significant effect between groups on each of the variables (attention, working memory, and behavioral inhibition) (p˃ 0.05). Therefore the results provided important allusions about educational and consulting services as some cures for students with dyslexia.