The Effectiveness of Teaching Self-Monitoring Strategies of Attention on Phonological Awareness and Attention Functions in Dyslexic Students

The aim of this study was to examine the effectiveness of teaching self-monitoring strategies of attention on phonological awareness and attention functions of dyslexic students. The research method was applied in terms of purpose, and the research design was quasi-experimental of the pretest-posttest type with a control group. The statistical population of the present study included all male elementary school students in the city of Tabriz who were introduced to the Center for Learning Disabilities in Tabriz in the academic year of 2020-2021 for having reading and dyslexia learning disorders. The statistical sample of this study consisted of 30 students who referred to the Center for Learning Disabilities in Tabriz. Students were selected by convenience sampling method and, after obtaining parental consent, participated in this study and were randomly assigned to two experimental (15 people) and control (15 people) groups. To collect data, Soleimani and Dastjerdi’s phonological awareness tests, Razold’s attention functions and Wechsler’s intelligence test were used. Data were analyzed by multivariate analysis of covariance. The results showed that self-monitoring strategies of attention have an effect on students’ attention functions and phonological awareness. In fact, teaching self-monitoring strategies increases attention functions and phonological awareness. Thus, teaching self-monitoring strategies plays an important role in improving the reading skills of dyslexic students.