Psychology of Exceptional Individuals

The Effect of Teaching Cognitive Strategies to Correct Written Expression Problems Blind Students

Document Type : Research Paper

Authors

nafiseh rafiei 1
Marzieh Beygi Habib Abadi 2

1 Assistant Professor, Department of Educational Sciences & pyschology, Payame Noor University, Tehran, Iran.

2 MA in Educational Psychology, Payame Noor University, Tehran, Iran.

https://doi.org/10.22054/jpe.2025.81081.2718
Abstract
The present study was conducted with the aim of investigating the effect of teaching cognitive strategies on correcting the problems of written expression of blind elementary school students. This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population included all blind students of the second year of elementary school in Isfahan city in the academic year of 2023- 2024, which were 31 people. Using available sampling method, 20 blind students of fifth and sixth grade were selected as samples and replaced by random assignment in two experimental and control groups of 10 people. Cognitive strategies training was conducted in 40 sessions of 45 minutes and in five stages for the experimental group. In this research, the written expression questionnaire of Adamzadeh (2016) based on the program of educational sessions adapted from Englert (1990) was used. The data were analyzed by multivariate correlation analysis using spss 23 software. The results showed that the experimental and control groups had a significant difference in written expression (P<0.01) and the training program (power) had a positive and significant effect. Therefore, it can be concluded that the training of cognitive strategies improves the problems of written expression. Blind students has an effect and can be useful and effective as an efficient method in correcting the problems of written expression of blind students.

Keywords

teaching cognitive strategies
blind students
problems of written expression
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Psychology of Exceptional Individuals
Volume 15, Issue 59
Summer 2026
Pages 97-131

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