The Comparison of Phonological, Memory Self- Cued and Around- Cued, and Selective Attention on Students with and Without Dyslexia

The purpose of the present study was the comparison of phonological skills, memory self-cued and around- cued, and selective attention on students with and without dyslexia.

The statistical population of the present study was normal and dyslexic male students of the fifth and sixth grades of Tabriz, Iran primary schools in 2018-2019. Multi- stage sampling methods were used to select the participants. For data collection, the phonological skills Landerl, memory self- cued, and around-cued Crawford et al, and Stroop test were used.

There is a statistically significant difference between the mean scores of the two groups in the skills of naming numbers, verbal fluidity and voice exchange, memory- centered and peripheral memory, and the number of errors and time of attention. Dyslexic students have lower phonological skills, memory, and selective attention.

Attentions are required to the role of phonological skills, memory improvement, and selective attention in dyslexic students.