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A cognitive-behavioral intervention program for students with special reading disabilities.

Maria Zafiropoulou1, Heleni Mati-Zissi

  • 1Laboratory of Developmental Psychology and Psychopathology, Department of Preschool Education, University of Thessaly, Volos, Greece. mzafirop@uth.gr

Perceptual and Motor Skills
|May 15, 2004
PubMed
Summary

This study introduces a psychoeducational program for students with reading disabilities, focusing on cognitive and emotional skills. Preliminary results show promise in addressing learning challenges with family and teacher involvement.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology

Background:

  • Cognitive, meta-cognitive, and emotional factors significantly influence academic achievement.
  • Students with reading disabilities often require targeted interventions addressing these factors.
  • Parent and teacher involvement is crucial for effective psychoeducational programs.

Purpose of the Study:

  • To implement and evaluate a multidimensional cognitive-behavioral psychoeducational program for students with reading disabilities.
  • To equip students with essential emotional and cognitive skills to manage learning difficulties.
  • To explore the role of parents and teachers in supporting students with reading disabilities.

Main Methods:

  • A psychoeducational program was designed for primary school students with reading disabilities.

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  • The program integrated cognitive and emotional skill development.
  • Parents and teachers participated in the program's implementation.

    • Main Results:

    • Preliminary positive results were observed in 20 primary school students with reading disabilities.
    • The program showed potential efficacy in addressing learning problems.
    • The findings encourage further research into cognitive and emotional aspects of learning disabilities.

    Conclusions:

    • A multidimensional approach focusing on cognitive and emotional skills is beneficial for students with reading disabilities.
    • Parent and teacher collaboration enhances the management of learning difficulties.
    • Future research should include control groups to validate program efficacy.