Objective: The present study aims to develop and validate an educational package of executive functions based on the cognitive approach and investigate its effectiveness on academic self-efficacy, self-regulated learning strategies, and academic well-being in fifth-grade female students with dyslexia in Tehran.



Methodology: The research adopts a mixed-method approach (qualitative-quantitative) with a quasi-experimental pretest-posttest design including a control group. In the qualitative phase, the components of the educational package will be extracted through thematic analysis of authoritative sources, and the package will be developed in 8 to 14 sessions of 30 to 45 minutes each. Content validity will be assessed by 10 experts using CVR and CVI indices. In the quantitative phase, the statistical population includes all fifth-grade female students in District 17 of Tehran during the 2025-2026 academic year. A sample of 40 students will be selected through multi-stage cluster random sampling and randomly assigned to experimental and control groups (20 each). Research instruments include the NAMA Reading and Dyslexia Test, the Morgan-Jinks Student Self-Efficacy Scale (MJSES), Bouffard's Self-Regulated Learning Strategies Questionnaire, and Tuominen-Soini's Academic Well-Being Scale. Data will be analyzed using ANCOVA via SPSS software.



Expected Findings: The developed educational package is expected to demonstrate adequate content validity and significantly improve academic self-efficacy, self-regulated learning strategies, and academic well-being among students with dyslexia.



Keywords: Executive Functions Educational Package, Cognitive Approach, Academic Self-Efficacy, Self-Regulated Learning Strategies, Academic Well-Being, Dyslexia, Elementary Students.