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The present investigations were carried out to compare the effectiveness of cognitive intervention on cognitive development of reading and math disabled children. Sample consisted of 80 third grade students with 40 in experimental and 40 in control group. Learning disabilities diagnostic inventory, grade level assessment device and educational adjustment inventory for pre-secondary students were used. Significant differences were found in reading and mathematical test score of experimental and control group and f-value was found to be 159.95 and p-value 0.000047. It was concluded that cognitive strategies were effective for cognitive development of reading and math disabled children.
Learning disability, Intervention programme, Reading, Mathematics
