Comparing Working Memory and Organization and Programming Ability in Children with and without Learning Disabilities

Today, most researchers confirm the role of executive functions in the incidence of learning disabilities. The purpose of this research was to comparing working memory and organization and programming in children with and without learning disabilities.
Study plan was causative-comparative. 120 leaning disable students (30 dyslexia, 30 dyscalculia, 30 written language disabilities and 30 normal) were selected thorugh convenience sampling method. Practitioners answered Raven IQ (1938), Reading and Dyslexia of NAMA (Karami & Nouri-Moradi, 2005), K-Math Mathematics (Kernoli et al., 1976), Diagnosis of Written Disability, Tower of Hanoi (Shaliss, 1982), and Digit Span Tests (Wechler, 1939). Data was analyzed with MANCOVA method by SPSS software.
Results demonstrated that working memory and organization and programming in children with learning disabilities (dyslexia, dyscalculia, and written language disability) are significantly lower than normal children, significantly (P Thus, it is recommended that educators of children with learning disabilities regard practices for strengthen working memory and organization and programming to them for their academic function improvement in.