ABSTRACT
The purpose of this study was to determine the effects of self-monitoring training on the motivation of elementary school students with dyslexia. This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. 32 students with dyslexia (2nd to 5th grades) were chosen and divided into two groups: experimental (n = 16) and control (n = 16) randomly. The experimental group divided into two groups of eight students and had self-monitoring training for ten 60-minute sessions, twice a week. A post-test was administered after the training for the two groups and a follow-up was conducted two months after the post-test for experimental groups. The result showed that the self-monitoring training increased the achievement motivation of children in the experimental group; this finding was also observed at follow-up (p < .001). Since dyslexia is one of the most common disorders among school-age children, providing early interventions, training, and applying appropriate pedagogical strategies are critical to their education. Self-monitoring as a therapeutic method could be an effective strategy to increase motivation in these students.
Acknowledgments
The authors gratefully appreciate the help of the Department of Education, parents, students, teachers, and school staff for supporting this research.