Effect of the Cognitive Load Aware Scaffolded Program for Comprehension (CLASP-C) on Urdu Comprehension among Students with Learning Disabilities: A Quasi-Experimental Study
DOI:
https://doi.org/10.32350/uer.91.02Keywords:
CLASP-C, Urdu comprehension, Cognitive Load Theory, Scaffolded instructions, Learning DisabilitiesAbstract
Given the academic significance of comprehension skill; linguistic complexities of Urdu; and cognitive-processing limitations in students with learning disabilities (LD students), Urdu comprehension becomes a complex task for LD students. This study develops and investigates the effectiveness of Cognitive Load-Aware Scaffolded Program for Comprehension (CLASP-C) to improve Urdu comprehension among LD students. CLASP-C is grounded in Cognitive Load Theory and scaffolding, and is designed to enhance Urdu comprehension, targeting the unique cognitive needs of LD students. Utilizing a quasi-experimental pre-test-post-test control group design, a purposively selected sample of 32 students was randomly assigned into two groups. The experimental group (n = 16) received CLASP-C intervention for 8 weeks and the control group (n = 16) continued with traditional comprehension practices during this time. Data were collected using an Urdu Comprehension Assessment Rubric (UCAR) (α = .82; ICC(3,3) = .86) and analysed using descriptive and inferential tests. Parametric tests were employed after satisfying the assumptions of normality and homogeneity. The analysis revealed: baseline performance of both groups was similar (p = .885); control group did not improve significantly over time (p = .662); experimental group exhibited significant improvement (t(15) = −5.74, p < .001) with large effect size (d = 1.43); experimental group performed significantly better than control group at post-test (t(30) = −5.56, p < .001) with a large practical effect (d = 1.97); the effect of group was large even after controlling pre-test scores (F(1, 29) = 29.86, p < .001, partial η² = .51). Results indicate the effectiveness of CLASP-C to improve Urdu comprehension among LD students. Findings suggest the implementation of cognitively-aware and scaffolded instructions in Urdu-medium public-sector special-education schools.
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References
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Heikkinen, H. I. A., Lonka, K., & Niemivirta, M. (2019). Personalized learning: A three-dimensional model and implications for learning, teaching, and technology. International Journal of Artificial Intelligence in Education, 29(3), 759–784. https://doi.org/10.1007/s40593-019-00190-2
Hensley, K. K., & Cornelius, K. (2023). Does scaffolding support or stifle students? In A. L. Sullivan & M. A. Kennedy (Eds.), The practical guide to high-leverage practices in special education (pp. 215–226). Routledge. https://doi.org/10.4324/9781003525844-19
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Jokhio, A. A., Raza, S. S., Younus, M., & Soomro, A. H. (2020). Teaching writing skills in university large classes in Pakistan: Issues, challenges and solutions. Journal of English Education and Linguistics Studies, 7(1), 25–47. https://doi.org/10.30762/jeels.v7i1.1355
Khan, T. A. (2023). An orthographic analysis of sound changing rules in the Urdu language. Linguistics and Literature Review, 9(2), 158–188. https://doi.org/10.32350/llr.92.07
Khasawneh, M. A. S., & Al-Rub, M. O. A. (2020). Development of reading comprehension skills among the students of learning disabilities. Universal Journal of Educational Research, 8(11), 5335-5341. https://doi.org/10.13189/ujer.2020.081135
Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2020). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology, 113(1), 3–26. https://doi.org/10.1037/edu0000465
Kim, Y. S., & Cho, E. (2021). Relations of reading motivation and cognitive skills to reading comprehension in elementary school children. Reading Psychology, 42(7), 636–655. https://doi.org/10.1080/02702711.2021.1888348
Klepsch, M., & Seufert, T. (2020). Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load. Instructional Science, 48(1), 45-77. https://doi.org/10.1007/s11251-020-09502-9
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2026-06-02
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Hussain, M. (2026). Effect of the Cognitive Load Aware Scaffolded Program for Comprehension (CLASP-C) on Urdu Comprehension among Students with Learning Disabilities: A Quasi-Experimental Study. UMT Education Review, 9(1), 39–62. https://doi.org/10.32350/uer.91.02
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