Comparison of executive functions with subcomponents of processing speed and working memory in children with and without Dislexyia

Specific learning disability can significantly affect academic success and progress at any age. This research was conducted with the aim of comparing executive functions with sub-components of processing speed and working memory in children with and without dyslexia.

The method of this research is a descriptive causal-comparative one. The statistical population of the research was all male students with and without dyslexia, from the third to the fifth grade of elementary school who referred to learning disability centers in the academic year 1400-1401, out of which 60 people were selected by available sampling (30 people with dyslexia and 30 people without dyslexia). ) were selected and answered the Wechsler intelligence questionnaire. Data were analyzed using multivariate analysis of variance.

Data were analyzed using multivariate analysis of variance. In general, the findings of this research showed that the difference between the two sample groups is significant in terms of processing speed (F = 4.317, p = 0.003) and working memory (F = 5.342, p = 0.000).

According to the results obtained from the present research, paying attention to executive functions such as working memory and processing speed can lead to promising results in the timely diagnosis, education and rehabilitation of students with special learning disorders and learning difficulties.