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The study design was causal-comparative, conducted on 120 subjects consisting of 60 blind girls selected through convenient sampling method and 60 non-blind girls selected through randomized clustering sampling method. Methods: The statistical population consisted of all female students studying in grades one or two in Tehran girl’s high schools, in the academic year 2014.

Objective: The present study aimed at investigating the relationship between attachment styles and self-efficacy in blind and non-blind female high school students in Tehran. Keywords: meta-analysis, learning strategies, cognitive and meta-cognitive strategies, comprehension Peripheral findings showed that, there is no significant difference between the effect size of the relationship between learning strategies and comprehension among boys and girls. According to Cohen criterion, the effect size of the relationship between learning strategies and comprehension is high (ES=1.03).

The results showed that, learning strategies have a significant effect on learners’ comprehension. After examining the inclusion and exclusion criteria, quantitative findings of the selected studies were analyzed by software CMA3. The studies used in the current study were derived from the universities of Shahid Rajaei, Shahid Beheshti, Kharazmi, Tarbiat Modarres, Tehran, Al-zahra, Shaid Chamran Ahvaz, Shiraz, Isfahan, Tabriz, Education Ministry Research center and Academic Research Center of Iran and the data banks such as Magiran, Noormags and SID. To study the research questions, 25 studies have been used in which 59 effect sizes were taken into account.

In this research, attempts have been made to analyze the studies dealing with the relationship between learning strategies and comprehension of learners by one of the most recent research methods called meta-analysis.

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