Volume12, Issue 4
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Abstract: (291 Views)
The present study aimed to compare executive function components—including fluid reasoning, working memory, and visuospatial processing—among students with reading and mathematics learning difficulties, within a cognitive framework. This causal-comparative research was conducted using a convenience sampling method. The sample consisted of 90 students: 30 with reading difficulties, 30 with mathematics difficulties, and 30 typically developing students, selected from clients referred to psychological counseling centers and clinics in Tehran due to academic underperformance. Learning difficulties were identified using the Stanford-Binet Intelligence Scales (Fifth Edition), and executive function components were assessed through relevant subscale scores. Data were analyzed using one-way ANOVA and post hoc tests.
Findings revealed that both groups with learning difficulties scored significantly lower than the typically developing group on all three components of executive functioning. Notably, deficits in working memory and visuospatial processing were more prominent.
Findings revealed that both groups with learning difficulties scored significantly lower than the typically developing group on all three components of executive functioning. Notably, deficits in working memory and visuospatial processing were more prominent.
Conclusion: The results suggest that impairments in executive functions may serve as key cognitive indicators differentiating specific learning disorder specifiers. These findings underscore the importance of cognitive-based interventions targeting executive function enhancement to improve academic outcomes in students with learning difficulties.
Keywords: executive function, math disorder, reading disorder, learning disorder, intelligence profile
Type of Study: Research |
Subject:
psychology of human behavior
Received: 2024/11/1 | Accepted: 2026/03/21
Received: 2024/11/1 | Accepted: 2026/03/21
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