Study of the Relationships between the types of Memory and Academic Achievement of Students with learning disabilities

The aim of this research was to study the relationships between the types of memory and academic achievement of students with learning disabilities. The method of research is descriptive-corelation. The statistical population was students with learning disabilities in Urmia. Sample size of this study was 120 students which was choosen by simple random sampling. To measure working¡ short-term memory and long term memory of students were used Daneman & Carpenter questionnaires and Della Sala¡ Lagie¡ Maylar questionnaire. Academic achievement is evaluated by students’ scores. Reliability of questionnaire by Cronbach''s alpha are 0.90 for short-term and long term memory and reliability of working questionnaire by split half is 0.84. The results showed that there is positive relationship between working¡ short-term and long-term memory performance and academic achievement. There isn’t a significant positive relationship between age and short-term memory of students¡ but there is significant and positive relationship between age of students and their long term and working memory performance¡ so that empowerment of memory has been related to increasing the academic achievement¡ hence reinforcement of the memory performance is caused the development of the academic achievement.