The mediating role of processing speed and verbal comprehension in the relationship between working memory and phonological awareness with reading of students with reading disorder

 Learning disorder is a debilitating neurodevelopmental disorders in children. Therefore, the main goal of the present study was to investigate the mediating role of processing speed and verbal comprehension in the relationship between working memory and phonological awareness with reading of students with reading disorders.

 This study was a descriptive correlational study. The statistical population included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. One hundred and fifty people with specific learning disorder- reading who were selected by convenience sampling. Participants completed reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV). Research data were analyzed using Lisrel and SPSS statistical software as well as path analysis.

 There is a significant relation between working memory, phonological awareness, processing speed, verbal comprehension and reading of students with reading disorder. Processing speed and verbal comprehension mediated the relationship between working memory and processing speed with reading of students with reading disorder.

 Processing speed and verbal comprehension mediated the relationship between working memory and processing speed with reading. Therefore, attention to these processes and interventions related to them can help improve reading of students with reading disorder.