A Comparison of the Effectiveness of Two Training Methods of emotional regulation skills and working memory exercises on reading performance of students with reading disabilities

The purpose of this study was to compare the effectiveness of two methods of training emotional regulation skills and working memory exercises on the reading performance of students with reading disabilities. The method of this study was experimental design with a pretest-posttest design with a control group. The statistical population of the study included all students with a reading disorder, who had been referred to counseling centers of the Tehran Education Directorate in spring of 1396. Then, these students were randomly assigned to three groups of 15 (one control group and two experimental groups). An interventional program for training emotional regulation skills and work memory exercises was conducted on the experimental groups in 10 sessions. Sampling was done by simple random sampling. Also, for assessing reading difficulties, the revised IQ Wechsler scale was used for children in the third edition, and the reading and dyslexia test was used. Data were analyzed using covariance analysis. The findings showed Training of emotional adjustment skills and work memory exercises both at the level (p˂01/0) has been effective in reducing the reading difficulties of students with reading learning disorder. However, the effectiveness of working memory training method was more than that of emotional adjustment skills, and this difference was statistically significant. Both educational and interventional techniques are effective in solving the reading problems of primary school students with learning disabilities.