Comparison of cognitive processing and social cognition in students with and without dyslexia

The purpose of the present research was to compare the cognitive processing and social cognition in students with and without dyslexia. The method of this research was casual – comparative. The statistical population of this study consisted of all 6- to 12-year-old dyslexic students in Rasht in 2014-2015 academic years. Sixty three of dyslexic students have been selected from learning disorders institutes by simple sampling method regarding the entrance conditions of research including their age (6-12), IQ (85-115), and degree. Also 60 students without dyslexia from neighboring schools have been selected as the comparison group and homogenized with the experimental group according to age, gender, and degree. For collecting data, social cognition questionnaire, profound information processing questionnaire, Wechsler intelligence test and dyslexia test were used. The results of the t-test, multivariate analysis of variances and univariate analysis of variance showed that cognitive processing and social cognition (and their components) in dyslexic students are lower than those of students without dyslexic. It is therefore important to strengthen the cognitive and social aspects of children with dyslexia.