en <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4472c4>Aims:</span></span></span></b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black> Metacognitive processes are an aspect, through which students can significantly affect their learning process, allowing them to engage in multiple tasks simultaneously. This research was done to investigate the effectiveness of the metacognitive knowledge and skills program on visual and auditory dyslexia in students with learning disabilities.</span></span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4472c4>Materials & Methods: </span></span></span></b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>This study employed a semi-experimental design with a pre-test-post-test approach and a control group. The study population consisted of all second- and third-grade elementary school students with learning disabilities in Tehran who were supervised in educational centers. The research sample consisted of 30 students with dyslexia (15 participants in the experimental group and 15 in the control group). The Wechsler Intelligence Scale was used to measure dyslexia.</span></span></span> <span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>Descriptive analysis was employed to calculate means and standard deviations, while inferential analysis using analysis of covariance was used to analyze the data at an inferential level.</span></span></span> <span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>Data were analyzed by SPSS 23.</span></span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4472c4>Findings:</span></span></span></b> <span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>The results showed the effectiveness of the Jager metacognitive knowledge and skills program in visual and auditory dyslexia in students with learning disabilities (p<0.001).</span></span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4472c4>Conclusion:</span></span></span></b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black> It can be generally concluded that the Jager metacognitive knowledge and skills program can mitigate the challenges of visual and auditory dyslexia in students with learning disabilities.</span></span></span> <span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>It is recommended that this program be implemented for students with learning disabilities.</span></span></span></span></span></span><br> Metacognition,Dyslexia,Learning Disabilities,Students, 549 553 http://hehp.modares.ac.ir/browse.php?a_code=A-10-77783-1&slc_lang=en&sid=4