A cognitive-behavioral intervention program for students with special reading disabilities

Interaction among cognitive, meta-cognitive, and emotional factors seems to play a determining part in achievement behavior and especially in scholastic performance. In this study some preliminary results are presented of the implementation of a multidimensional cognitive-behavioral psychoeducational program especially designed for students with reading disabilities in which parents and teachers also take part. The aim of the program was to provide students with appropriate emotional and cognitive skills with which to address their learning problems. First results on the efficacy of the implemented program to 20 primary school boys and girls with special reading disabilities encourage research on management of learning problems with focus on cognitive and emotional aspects in which parents and teachers contribute. Research including a control group is necessary