Comparison of relationship between the working memory and false memory in dyslexia and normal students.

Memory and reading are in close interaction with each other. The present study was conducted with the aim of comparing the relationship between working memory and false memory in students with learning disabilities and normal students in Isfahan.

The research method was descriptive and causal-comparative. The statistical population included second grade students with reading learning disabilities and normal students in the 4th district of education in Isfahan City in the academic year 2016-2017. Fifty second grade students with learning disabilities were selected by convenience sampling. Ordinary students were selected after matching based on the criteria of intelligence, age and gender and corresponding to the place of study with the group of dyslexic students. The research instruments were facade reading and dyslexia test (Korminoori and Moradi, 2008), Wechsler scale for children, fourth edition, Cornoldichr('39')s working memory test (1995) and Dermis paradigm test (Dis Rodriguer-McDermott, 1995). Data were analyzed by the SPSS20 software using descriptive statistics and multivariate analysis of variance, Pearson’s correlation coefficient and Fisherchr('39')s exact test.

Pearson’s correlation coefficient showed that in both groups of students, there was an inverse relationship between working memory and false memory (p <0.05). Using z test, the difference between the two correlation coefficients was significant.

There was a significant difference between working memory and false memory in the two groups of students. It is suggested that in teaching reading to children with learning disabilities, the teachers should pay due attention to the learning prerequisites such as working memory. Given the inverse relationship between working memory and false memory, it is recommended that work memory training, including visual, auditory, and executive be given to the students using pictures, numbers, words, and letters to prevent error.