Study of Cognitive Function of Math Learning Disorder and Dyslexia Based on Reaction Time and Stroop Test

The present study was aimed to compare results of reaction time and Stroop test in math learning disorder and dyslexia in Urmia city. Method of study was descriptive-comparative. The study population consisted of all students in the fourth, fifth and sixth grade in 2014-2015 academic years in Urmia city. The sample consisted of 40 students with learning disabilities in math and reading that was selected by convenience sampling method. Inclusion criteria included existence of dyscalculia and dyslexia; fourth, fifth and sixth grade and exclusion criteria included having any physical, mobility disabilities, blindness, intellectual disability, autism and behavioral disorders. Tools included Raven's Progressive Matrices, Math Test: Reading Dyslexia Test; Stroop Test. Data was analyzed by multivariate analysis of covariance (MANCOVA) with SPSS-22 software. Study results show there is no significant difference between learning disability in math and reading in a variety of reaction time (optional simple- and clean). As well as there is a significant difference in Stroop test 1 & 3 cards between learning math and reading disorders but there was no significant difference in 2 & 4 cards. According to results of this study, maintenance of cognitive abilities in the field of information processing speed and attention, information processing speed and attention to special assignments amplifier reading disorder can be used to increase the awareness of parents of children with learning disabilities.