Effectiveness Met Cognition Strategies on Children with Spelling Learning Disabilities

Abstract

The purpose of this research was to determine the efficacy of metacognitive strategies on improvement in Spelling learning ability among male students with Spelling learning disabilities in grade 3 elementary schools. For this purpose, 40 disabilities male student in the spelling in the third grade of primary by multistage sampling method and 20 subjects randomly in tow groups control and experiment were replaced. In order to identify disabilities children in spelling, the spelling learning ability test was performed on them. After selecting the subjects and the pretest measure of spelling ability, the experimental group received metacognitive strategies training. After completion training, the Spelling learning ability test was administered to both groups. Analysis results showed that there were significant differences in mean scores of spelling ability in experimental group. The results suggested that the effectiveness meta cognitive strategies training to students with learning disabilities, especially in spelling, their performance was improved.