The Structural Model of the Role of Executive Functions in Learning Performance of Students with Specific Learning Disabilities

Background and One of the basic and new explanations for the treatment of learning disabilities is the model of executive functions.The purpose of this study was to investigate the role of executive functions (transfer, inhibition, updating, continuous functioning and planning-organizing) in predicting the learning performance of students with learning disabilities.
The present study is a descriptive-correlational study. The statistical population consisted of all primary school students with learning disabilities in Mashhad in the academic year of 2016-2017. 116 students were selected through a random sampling method. Wisconsin test (Heaton et al., 1993), the stroop complex assignment (Stroup, 1935), the London tower test (Shallis, 1982), the working memory test (Wechsler, 2003), and continuous performance test (Rooseveld et al, 1956) were used as research tools. To evaluate the predictive power of academic performance through the variables of executive actions, the LaserL structural model was used.
The results showed that the model is fitted with research data. The results of structural analysis showed that among executive functions, response inhibitory variable and active memory have a greater role in predicting the academic performance of students with learning disabilities in reading, writing and math (p Based on the results of this study, executive functions such as responsive inhibition, working memory, and mental flexibility are required as cognitive activities in reading, writing, and mathematics, which should be considered in the educational and rehabilitation curriculum of these students.