the impact of emotional intelligence, working memory, and selective attention on reading comprehension for elementary students with learning difficulties in lebanese inclusive schools
The current study aimed to empirically examine the effect of emotional intelligence, working memory, and selective attention on reading comprehension of students with learning difficulties in Lebanese inclusive schools. Emotional intelligence (EI) and executive functions (EFs) are constructs deemed vital for academic achievement. Selective attention and working memory as EF skills are relevant to the acquisition of reading comprehension. Social emotional learning (SEL) programs have a positive effect on EI competencies and academic achievement. Scant research exists on the impact of both EI and EF on reading comprehension in elementary school students with learning difficulties, particularly in the Lebanese context. This research investigates the effect of the MindUP SEL program on EI, working memory, and selective attention in students with learning difficulties, subsequently studying the impact of emotional intelligence, working memory and selective attention on reading comprehension. The study design is a quantitative pretest/posttest design utilizing experimental and control groups in random selection. The sample comprised all 63 fourth and fifth graders with learning difficulties enrolled at two Lebanese inclusive schools in Beirut area. Results suggest a significant effect for the MindUp program on emotional intelligence, working memory, and selective attention. Regression results did not reveal significant effect for EI or selective attention on reading comprehension. However, working memory explained 15.1% of the variance in reading comprehension. The findings of this study propose the significance of the implementation of social emotional learning and executive functions for students with learning difficulties in inclusive classrooms. Implications for future suggestions and recommendations are discussed especially revisiting the Lebanese Curriculum to integrate social emotional learning in the action plan for curriculum development. (Author’s abstract)