Improving Urdu reading skills among slow learners through Cognitive Load-Aware Scaffolded Program for Reading (CLASP-R) [Conference Presentation Slides]
Year: 2026
Type: article
Abstract: Conference Presentation Presented at the 5th AlHamd International Conference on Advancement of Teaching, Education & Research. AlHamd Islamic University, Islamabad, Pakistan. Related Publication Hussain, M. (2025). Cognitive Load-Aware Scaffolded Program for Reading (CLASP-R) to improve Urdu reading skills in slow learners: A quasi-experimental study. Journal of Social Horizons, 2(3), 363-376. https://doi.org/10.5281/zenodo.17606973 Link: https://sociocanvas.com/index.php/JSH/article/view/187 Author Information Author: Mehtab Hussain Affiliation: Allama Iqbal Open University, Islamabad, Pakistan ORCID: 0009-0009-5811-9630 Abstract: In Urdu-medium schools, Slow Learners face difficulties in reading even if they were motivated and worked hard. Their working memory is already overtaxed, and reading teaching in Pakistan often exacerbates this by asking students to decode letters, to recognise words and to understand words simultaneously. Such cognitive overload is truly a challenge and is not often discussed in the actual classroom during reading instruction. This study sought to determine if a structured, cognitively-based intervention could make a difference. The Cognitive Load-Aware Scaffolded Program for Reading (CLASP-R) is built on the principles of Cognitive Load Theory and Vygotsky's scaffolding. It divides reading instruction into steps, eliminates needless cognitive load, and steps back as the student gains confidence and competence. The study adopted pre test post test quasi experimental design of which 40 slow learners of primary level were selected from one of the special education schools in Rawalpindi, Pakistan. The participants were split into two groups equally, the first group (experimental group) received CLASP-R intervention for eight weeks, and the second group (control group) was given a regular Urdu reading session for eight weeks. There was no difference in performance between both groups before the intervention (Mann-Whitney U, p = .309). The reading performance of Urdu Language in the experimental group has increased significantly after 8 weeks of intervention from 24.5 to 37.5, with a median increase. The Wilcoxon Signed-Rank test indicated this improvement was very significant (p < .001), and had a large effect size (r = 0.88). The control group, on the other hand, did not demonstrate any significant difference (p = .276). The experimental group was significantly better than the control group (Mann-Whitney U, p < .001; r(rb) = -0.65) after intervention. The results were consistent when analyzed further with ART-ANOVA and Quade's Rank ANCOVA, which did control for pre-test differences and verified the effects of the intervention. The design of CLASP-R was based on the learner's cognitive architecture, which is why it worked. It eliminated unnecessary load, and arranged the sequence of instructions carefully, so that slow learners could actually decipher and remember what they read. The results indicate that CLT-informed, scaffolded instruction is a feasible and effective technique to enhance Urdu literacy in special education classroom settings and CLASP-R principles can be integrated into wider reading interventions in other contexts in Pakistan. Keywords: CLASP-R, Cognitive Load Theory, Slow Learners, Urdu Reading, Special Education
Source: Figshare
Author: Mehtab Hussain
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7223673165