The Effectiveness of Verbal Self-Instruction Method on PessimisticAttribution Style about Negative Events in Children with Dyslexia

Objectives: the aim of this study was to investigate the effectiveness of verbal self-instruction onpessimistic attribution style about negative events in children with dyslexia.methods: the study was semi-experimental with pre and post-test and control group. the statisticalpopulation consists of all dyslexic students of maktab ali school in tehran city. forty students wereselected by convenience sampling method and randomly allocated to two groups: experimental andcontrol. experimental group received verbal self-instruction, mychnbam and goodman method in 8sessions, two sessions per week, each lasting 45 minutes; while the control group received only theroutine school training. the measurement was children's attribution style questionnaire, and dataanalysis using multivariate analysis of covariance.results: negative pessimistic attribution style (general, stable and internal) were significantly decreased(p <0.005) in the experimental group in comparison with control group after intervention.discussion: verbal self instruction can be applied in children with dyslexia for improvement ofattribution style by psychologists, teachers, educators, special schools, parents and all those who aredealing with these children.