The Effectiveness of Mobile App-based Teaching of Phonological Awareness on Behavior Regulation and Metacognition Skills and Reading Performance Improvement in Dyslexic Children

Subject Areas : Learning

zeinab khanjani ¹ (Department of Psychology, Faculty of Educational Sciences, Tabriz University, Tabriz, Iran)
matine nayebi ² (3- Master of Child and Adolescent Clinical Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran)
touraj hashemi ³ (Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran)

Received: 2022-07-11 Accepted : 2023-01-17 Published : 2022-11-22

Keywords: Metacognition, reading performance, Phonological Awareness, specific learning disorder, behavior regulation,

Abstract :

The present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a specifier. An experimental single-subject research method is applied. Accordingly, three dyslexic children were purposively selected from the research-eligible children, and Wechsler (WISC-IV; Wechsler, 2003) and Reading and Dyslexia (NAMA) (Karami-Nouri, Moradi; 2005) tests were conducted by the students, while the BRiEF executive function questionnaire (BRiEF; Guy, Gioia, Isquith, Kenworthy; 2002) was filled by the children's parents. The research findings were evaluated using visual inspection of the graphs, the improvement percentage, and the effect size. The results indicate that mobile app-based teaching of phonological awareness improves reading performance and enhance metacognition and behavior regulation skills in female children with SLD with reading as a specifier. The research contribution includes the introduction of a phonological awareness-oriented teaching app derived from subtests of the phonological awareness test, which can be beneficial as a supplementary instrument in a part of the reading disorder's restorative-therapeutic process to improve the reading ability and metacognition and behavior regulation skills of children with reading disorder.

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