Curriculum Objectives for Reducing Learning Disabilities Based on Metacognition for Elementary School Students
Keywords:
Curriculum Objectives, Learning Disabilities, Metacognition, Self-Regulation, Metacognitive Curriculum, Elementary School StudentsAbstract
This study aimed to identify and explain the curriculum objectives for reducing learning disabilities through a metacognition-based approach among elementary school students. The study employed a qualitative research design using thematic analysis with an exploratory inductive approach. Data were collected through an extensive review of documents, books, scholarly literature, and previous studies related to learning disabilities and metacognition. The documentary corpus included Persian and English sources published between 2007–2026 and 1991–2025, respectively. Following a systematic screening process, 73 eligible sources were selected for analysis. Data were gathered through note-taking procedures and analyzed using a three-stage inductive coding process to identify overarching, organizing, and basic themes related to curriculum objectives. The thematic analysis revealed that the curriculum objectives for reducing learning disabilities based on metacognition were organized into seven major domains: academic, cognitive, planning and self-monitoring, developmental, motivational, social, and skill-based objectives. The findings indicated that the proposed curriculum extends beyond improving basic academic skills and emphasizes the enhancement of executive functions, self-regulation, problem-solving, strategic planning, emotional regulation, achievement motivation, social competence, and practical learning skills. Furthermore, metacognition emerged as the central integrating construct linking cognitive, emotional, social, and academic dimensions of learning and fostering sustainable educational development among students with learning disabilities. The findings suggest that a metacognition-based curriculum provides a comprehensive and multidimensional framework for addressing learning disabilities in elementary education. By simultaneously targeting academic, cognitive, motivational, social, and practical competencies, the curriculum promotes self-regulated learning, improves educational effectiveness, and enhances students’ overall academic and social adjustment. Therefore, the proposed framework can serve as a practical model for curriculum developers, educators, counselors, and educational policymakers seeking effective interventions for students with learning disabilities.
Downloads
References
Abadi, I. B. G. S., Widiana, I. W., Septiari, N. K., Listyana, I. G. A. A. P., & Rahayu, N. K. A. (2025). The Impact of Metacognitive-Based Learning Strategies on Enhancing Students' Decision-Making and Cognitive Dissonance. Indonesian Journal of Educational Development (Ijed), 6(1), 241-253. https://doi.org/10.59672/ijed.v6i1.4805
Abdullah, A. (2023). The Experiences of Primary 6 Students with Dyslexia Using the Metacognitive-Based Approach of Problem Solving for Algebraic Word Problems. Asia. https://doi.org/10.3850/S2345734123000274
Afshari, S., Sadeghi Nisyani, S., & Jafar Tabatabaei, A. S. (2022). The Effect of Metacognitive Training on Reducing Mathematics Problems in Students with Reading, Writing, and Mathematics Learning Disorders. Cognitive Analytical Psychology, 13(49), 43-53.
Afzalkhani, M., & Ghodoosi, S. (2022). Effectiveness of Metacognitive Strategies on Self-Efficacy and Motivational Beliefs in Students with Learning Disorders. Curriculum and Learner-Centered Instruction, 2(4), 1-10.
Ashrafzadeh, S., Andishmand, V., & Soltani, A. (2021). Examining the Relationship between Academic Mediators, Cognitive-Metacognitive Strategies, and Motivational Beliefs in Children with Specific Learning Disorders. Learning Disabilities, 11(2), 20-32.
Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students' Metacognition and Metacognitive Strategies in Science Education. In Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment (pp. 33-64). https://doi.org/10.1007/978-3-319-66659-4_3
Dashtbani, E., & Dashtbani, M. (2024). The Role of Learning Disorders in the Use of Cognitive and Metacognitive Strategies among Elementary Students. Proceedings of the 15th National Conference on Modern Research in Education, Psychology, Jurisprudence and Law, and Social Sciences, Shirvan.
Denis, D. (2023). Using Metacognitive Instruction as a Strategy for Special Needs Students With.
Dignath, C., & Büttner, G. (2018). Teachers' Direct and Indirect Promotion of Self-Regulated Learning in Primary and Secondary School Mathematics Classes: Insights from Video-Based Classroom Observations and Teacher Interviews. Metacognition and Learning, 13, 127-157. https://doi.org/10.1007/s11409-018-9181-x
Fauzi, K. M. A., Hia, Y., Darari, M. B., & Siagian, M. D. (2024). Efforts to Overcome Students' Learning Difficulties in Geometry: A Didactic Design of Creative Thinking Skills through Metacognitive Approaches. Beta: Jurnal Tadris Matematika, 17(2), 159-182. https://doi.org/10.20414/betajtm.v17i2.648
Ghadiri Alamdari, G., Bigdeli, H., & Hosseinpour, R. (2021). Effectiveness of Metacognitive Strategy Training on Attention Deficit Disorder Symptoms and Learning Disorder Symptoms. Exceptional Children, 21(3), 93-102.
Ghorbani, S., Kazemian Moghadam, K., & Haroun Rashidi, H. (2022). Effectiveness of Metacognitive Strategy Training on Cognitive Self-Awareness and Self-Regulation of Students with Learning Disorders. Exceptional Children Quarterly, 23(2), 119-130.
Hekmatnia, M., Nozarinia, A., Elaji, A., & Golzari, M. (2024). A Review of the Metacognition Program and Its Effect on Elementary Students with Mathematics Learning Disorders. Proceedings of the 3rd International Conference on Management Research, Education and Training in Education, Tehran.
Keskinova, A. (2024). Characteristics of Children with Specific Learning Problems. (pp. 143)
Koukabi Rahman, E., Taghvaei, D., & Pirani, Z. (2022). Effectiveness of Cognitive and Metacognitive Strategy Training on Academic Motivation, Academic Engagement, and Quality of Life at School among Students with Specific Learning Disorder in Hamadan. Sociology of Education, 8(2), 257-266.
Laçin, E., & Çetin, E. (2022). An Examination of Teachers' Use of Metacognitive Strategies in Supporting the Reading Comprehension Skills of Children with Learning Disabilities. International Journal of Contemporary Educational Research, 9(3), 519-531. https://doi.org/10.33200/ijcer.1091661
Lee, N. H., Yeo, D. J. S., & Hong, S. E. (2014). A Metacognitive-Based Instruction for Primary Four Students to Approach Non-Routine Mathematical Word Problems. ZDM, 46, 465-480. https://doi.org/10.1007/s11858-014-0599-6
Lucangeli, D., Fastame, M. C., Pedron, M., Porru, A., Duca, V., Hitchcott, P. K., & Penna, M. P. (2019). Metacognition and Errors: The Impact of Self-Regulatory Trainings in Children with Specific Learning Disabilities. ZDM, 51(4), 577-585. https://doi.org/10.1007/s11858-019-01044-w
Mastrothanais, K., Kalianou, M., Katsifi, S., & Zouganali, A. (2018). The Use of Metacognitive Knowledge and Regulation Strategies of Students with and without Special Learning Difficulties. International Journal of Special Education, 33(1), 184-200.
Moradi, M., & Mirbod, S. M. (2020). Effectiveness of Jager's Metacognitive Knowledge and Skills Program on Neuropsychological Skills of Students with Reading Learning Disorder. Neuropsychology, 6(1), 17-30.
Nasiri Garmeh Cheshmeh, M., Fathi, M., & Javidpour, M. (2023). Effectiveness of Cognitive-Metacognitive Strategy Training on Achievement Motivation and Academic Vitality of Students with Learning Disabilities. Learning Disabilities Quarterly, 13(2).
Noureddine, B., Abdellah, B., Mohammed, R., Mohammed, Z., & Amine, K. (2024). Metacognitive Functioning in Students with Learning Disabilities or Difficulties: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 23(10), 475-493. https://doi.org/10.26803/ijlter.23.10.23
Rostami, M., Mousavian, S., Saeedi Aboueshaghi, R., & Shahani, S. (2019). Examining the Effectiveness of Metacognition-Based Strategies on Academic Self-Concept of Ninth-Grade Male Students with Spelling Learning Disorder. Applied Research in Counseling Quarterly, 2(4), 55-69.
Saeed, Z., Karimi Gohari, F., Hassanpour, E., & Soltani, M. J. (2024). Comparison of the Effectiveness of Metacognition and Working Memory Training on Mathematics Performance and Anxiety in Students with Mathematics Learning Disorder and Military Parents. Military Caring Sciences, 11(1), 40-49.
Seif Naraghi, M. (2022). Specific Learning Disabilities and Their Diagnosis and Rehabilitation Methods. Arasbaran.
Singh, C. A., & Muis, K. R. (2024). An Integrated Model of Socially Shared Regulation of Learning: The Role of Metacognition, Affect, and Motivation. Educational Psychologist, 59(3), 177-194. https://doi.org/10.1080/00461520.2023.2294881
Tabrizi, N., Tabrizi, A., & Tabrizi, M. (2024). Treatment of Reading Disorders. Fararavan.
Zohar, A., & Barzilai, S. (2013). A Review of Research on Metacognition in Science Education: Current and Future Directions. Studies in Science Education, 49(2), 121-169. https://doi.org/10.1080/03057267.2013.847261
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 1404 عصمت نبی پور , مریم براتعلی, جهانبخش رحمانی (نویسنده)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
