Abstract
The goal of the study was to investigate the effectiveness of working memory strategies trainingon motivation achievement and reading performance of dyslexic students in elementary schools. In this quasi-experimental study, a pre-test, post-test, with control group design was applied. The statistical population included all the elementary students with dyslexia who referred to Kerman learning disability centers in 2015-2016 academic year. Among these students, 30 students were selected through multistage random method and were randomly allocated in one experimental and one control group (each 15 students). The assessment tools included Reading & dyslexia test of Kormi Noori & Moradi (2005), Herman’s motivation achievement (1970) & Wechsler intelligence scale for children (Shahim, 2008). Working memory strategies trainingwas performed during14 sessions on the experimental group. The obtained data was analyzed statistically by using of analysis of covariance (ANCOVA). The results showed that working memory strategies trainingincreased motivation achievement and reading performance of dyslexic students (P=0.001).In result attending working memory in order to promote motivation achievement and reading performance is essential.
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