فاعلية استراتيجية التعلم المنظم ذاتيا في تحسين التمثيل المعرفي للمعلومات لدى التلميذات ذوات صعوبات التعلم
The study aimed to reveal the effectiveness of a self-regulated learning strategy in improving the cognitive representation of information for student with learning disabilities in primary education. The sample of the study consisted of (10) female students with learning disabilities in the fifth and sixth grades of primary school, who were enrolled in the resource room. This study used Quasi Experimental Method for LinkedIn Groups represented by a pre, post and follow-up design. The study tools consisted of the cognitive representation of information test (preparation by the researcher), and the program based on self-regulated learning strategy (preparation by the researcher). The results of the cognitive representation of information test showed statistically significant differences between pre and post measurements in favor of post measurements. It also showed no statistically significant differences between post and follow-up measurements on the cognitive representation of information test, the researcher recommended teaching students with learning disabilities by using a self-regulated learning strategy and developing their cognitive and metacognitive strategy; to bring about integrated and meaningful learning. (Published abstract)