Comparison of executive functions central coherence, response inhibition in students with learning disabilities, dysgraphia, dyslexia and Dysklklya normal counterparts

The aim of this study was to compare the components of the London-based Tower Test Planning-Organization organization's activities in students with special learning disabilities, "dysfunction, dyslexia, and math disorders" with their normal counterparts. The method of this study was descriptive of causal-comparative type. The statistical population includes male primary school pupils with special learning disorder in Mashhad, who were studying at the centers of learning disability in the academic year of 97-96. Accordingly, 150 students from the elementary school of the Learning Disabilities Center in the city of Mashhad were selected as a targeted sample and compared with 42 normal students. Data were collected using Wechsler's IQ and London Tower test and analyzed through multivariate variance (MANOVA). The results of this study showed that children with learning disabilities, "dyslexia, dyslexia and motility disorder" had a significant difference in the components of executive planning-organizing activities with normal students, and in these components were significantly lower than their normal counterparts. It seems that this weakness leads to problems in decision making and inadequate judgment, problems with innovations and changes, distraction and problems in various aspects of memory.