Abstract This study seeks to investigate the effectiveness of educating cognitive processing based social skills on improvement of social skills and life quality in students afflicted with dyslexia. This test was administered in a quasi-experimental method through pretests and post-test on the control group. The study population included all the male students of Kohhdasht city in the academic year 2014-15 aging 12 to 16. The research sample included 30 dyslexic male students chosen among dyslexic students after structural clinical interview and teacher’s reports and placed randomly in the experiment and witness groups. Mathson’s social skills scale (1983) and social life (SF-36) were used to sum up the data. The results of the multivariable covariance analysis (MANCOVA) shows that teaching cognitive processing based social skills has a positive effect on the improvement of the social skills and life quality in the dyslexic students (P<0.001). Since dyslexic students experience depression and loneliness in addition to educational problems and show lower levels of social interaction compared to the normal students, this intervention can help improve their social skills.
Available at: http://works.bepress.com/ali_taghinezhad/7/