Comparing The Effectiveness of Instructional Package of Cognitive- Metacognitive Strategies and Cognitive Intervention in Solving the Mathematical Verbal Problem and Cognitive Functions in Students with Special Learning Disabilities

According to the purpose of the research, the present study is designed as pre-test and posttest, follow-up tests and time series. The statistical population of the study consist of all fourth grade students with special learning disabilities in Bahmaei city, Iran, in 2019-2020. From this population, 16 elementary students are selected as the research sample by purposive sampling method. The training package is accomplished in 9 sessions of 45 minutes with content validation. The research tools are developed by a researcher-made questionnaire of Mathematical verbal problem solving; Wechsler scale indices of children version 5, and Ki Matt scale are formed, and the analysis method was performed by repeated measures analysis of variance test. The results show that the C-MSI and CCI increase cognitive functions and math verbal problem solving in students with special math learning disabilities (P< .01). Mean post-test and followup in variables of mathematical verbal problem solving (MD= .31, P< .52), planning (MD= .13, P< .99), Simultaneous processing (MD= .38, P< .49), and sequence processing (MD= .25, P< .12), show that there is no noticeable change in the post-test after two months. With this result, it could be said that the training package has been effective in the long run (P< .01). On the other hand, teaching cognitive and metacognitive strategies has a greater effect on the variables of mathematical verbal problem solving (T=3.12, P< .01) and simultaneous processing (T= 3.22, P< .01) than cognitive intervention. In addition, cognitive functions, P (MD= .31, P< .52), S (MD= .38, P< .49), S (MD= .25, P< .12) and mathematical verbal problem solving (MD= .31, P< .52) in students are followed up after the post-test, and the results showed that there was no noticeable change in the post-test after two months. With this result, it can be said that C-MSI has also been effective in the long run (P< .01). On the other hand, C-MSI has a greater impact on the variables of math problem solving and simultaneous processing than Captain Log's cognitive intervention. Therefore, this type of education can be used to improve Simultaneous processing (T= 3.22, P< .01) and the ability to solve verbal problems (T= 3.12, P< .01) in students with MSLD.