The Effectiveness of Instruction Self-Regulation Strategies on Dyslexia Students’ Academic achievement

Aims: One of the influence factors of Dyslexia’s students are self- regulation and Academic achievement.The aim of this study was to determine the effectiveness of academic self –regulation strategies in dyslexic students Academic achievement in third primary school.
Methods: An experimental method using pre – test and post –test with control group was employed. The statistical population consisted of third grade primary school students in Neka. 30 students with reading disorder (Dyslexia) were identified through relevant tests. Using multiple stage cluster sampling they were randomly divided into groups. (One experimental group and one control group). After performing pretests in both groups the experimental group received Self –regulation strategies instruction for 6 sessions of 45 minutes but the control group didn't receive any instruction. The Academic achievement post –test was administered in both groups and after two months of instruction Academic achievement post – test was administered. Data was analyzed using repeated measurement analysis.
Findings: Data analysis indicated that after instruction the anxiety of experimental group comparing with control group decreased significantly.
Conclusion:In one hand   instruction self-regulation strategies was effective on  improvement of   primary dyslexic students' Academic achievement and on the other hand,  using  these strategies caused learning permanency in this group(after 2 months).