Cognitive distinction of students with specific learning disorder versus students with learning problem: The roles of working memory, processing speed and problem solving

Abstract

Introduction: The purpose of this study was to investigate the role of working memory, processing speed, and problem-solving in the cognitive distinction of students with a special learning disorder and learning problem. Methods: In this causal-comparative study, the participants constituted 100 students with specific learning disorder and 100 students with learning problems who were matched based on age, gender, grade and IQ. The major evaluation tools in this study included The Learning Disability Evaluation Scale-Renormed Second Edition (LDES-R2), Wechsler Intelligence Scale for Children-IV (WISC-IV), Behavioral Rating Scale of Executive Functions (BRIEF) and Tower of London test. The data were analyzed using the multivariate analysis of variances (MANOVA). Results: specific learning disorder in working memory, processing speed and problem-solving were significantly weaker than students with learning difficulties (P<0.001). Thus, based on mentioned variables, it can be distinguished the group of students with specific learning disorder from the group of students with learning difficulties. Conclusion: According to the results of this study, attention to the executive functions such as working memory, processing speed and problem solving in education as well as rehabilitation of students with a specific learning disorder and learning problem can lead to effective results.