alexa Abstract | Evaluation and comparison of metacognition effectiveness of teaching methods & teaching of fine motor skills on reading functions of male dyslexia students at 3rd grade of elementary schools

European Journal of Experimental Biology
Open Access

OMICS International organises 3000+ Global Conferenceseries Events every year across USA, Europe & Asia with support from 1000 more scientific Societies and Publishes 700+ Open Access Journals which contains over 50000 eminent personalities, reputed scientists as editorial board members.

Open Access Journals gaining more Readers and Citations

700 Journals and 15,000,000 Readers Each Journal is getting 25,000+ Readers

This Readership is 10 times more when compared to other Subscription Journals (Source: Google Analytics)

Research Article Open Access


The main aim of this research is evaluate and compare methods of meta-cognition teaching & teaching of fine motor skills on reading functions of male dyslexia students at 3rd grade of elementary schools, Ab-e-Yek City. Research plan is experimental and with pre/after tests type with two test groups and one control group. The population of this research includes all male dyslexia students at 3rd grade of elementary school through academic year 2012-2013 at Ab-e-Yek city. Research sample includes 45 dyslexia students who were elected on random basis and replaced in test & control groups. The applied tools include Karami Nouri & Moradi (NAMA) dyslexia and reading test and also Children’s Wechsler Intelligence test. Upon replacement of both groups testing factors, one group received meta-cognition teachings for 8 sessions of 1-hour. The other group received fine motor skills teaching for 8 sessions of 1-hour while there was not any interfere in control group. Upon the end of interfere, all three groups performed reading & dyslexia test. The statistical method of Covariance analysis and also Bonferoni Post Hoc test were applied for data analysis. According to the result, both methods of meta-cognition & fine motor skills were effective in betterment of reading in dyslexia students. From among both mentioned methods, meta-cognition teaching was more effective on reading function of dyslexia students as well.

To read the full article Peer-reviewed Article PDF image

Author(s): Atena Esfahani Khaleghi Ali Asghar Asgharnejad Farid Hasan Ahadi and Seyyed Ali Mohammad Mousavi


Dyslexia, Meta-cognition teaching, Fine motor skills teaching, Karami Nouri & Moradi (NAMA) dyslexia and reading test

Peer Reviewed Journals
Make the best use of Scientific Research and information from our 700 + peer reviewed, Open Access Journals
International Conferences 2017-18
Meet Inspiring Speakers and Experts at our 3000+ Global Annual Meetings

Contact Us

© 2008-2017 OMICS International - Open Access Publisher. Best viewed in Mozilla Firefox | Google Chrome | Above IE 7.0 version