Comparing the Effectiveness of Brain-based Learning Training and Self-Regulation Training on the Executive Functions of Students with Learning Disabilities in Reading

The purpose of this research is to compare the effectiveness of brain-based learning and self-regulation training on the executive functions of students with learning disabilities. According to the objectives of the applied research and the method of data collection, the current research was of the experimental type in which the pre-test- and post- test design was used immediately and with a delay along with the control group. The statistical population of this research was made up of all the students of primary school for girls in two districts of Kerman, with a volume of ۶۵۱۵. The sample of this research was ۶۰ ۱۰-year-old female students who were selected by multi-stage cluster sampling. Within each cluster, people were randomly selected. At the end of this research, an educational package was prepared to teach the content of reading in line with students' fluency and dyslexia and based on the resources available in the research text, and ۲۰ students were placed in each group of evidence and training of brain-based and self-regulated learning, and each group lasted for a period of ۱۶ sessions of ۴۵ minutes were trained in executive functions. At the end of the training, an immediate test and two months later, in order to evaluate the stability of the intervention, a follow-up test was conducted for students in both educational groups. The measurement tools of this research were fourth grade book reading, Stroop test (۲۰۰۶) Wisconsin card sorting test (۱۹۴۸) continuous performance test (۱۹۵۶) N-back test. The data of this research with repeated measurement test in the framework of multivariate covariance analysis using SPSS-V.۲۴ software. The results indicated that there was a difference between the effectiveness of brain-based learning and self-regulated learning on executive functions in individuals with learning disabilities in reading. Specifically, the increase in performance was greater in the brain-based learning group compared to the self-regulated learning group (P=۰.۰۵>۰.۰۱). Therefore, it can be concluded that brain-based learning, especially as an effective strategy, can be utilized to enhance the performance and skills of students, particularly those with reading difficulties.

Keywords:

Brain-Based Learning , Self-regulation , Executive Functions , Reading Disorder