The functional role of working memory, visual-spatial and processing speed in predicting the academic performance of children with special mathematical learning disorder

The purpose of this study was to investigate the functional role of visual-spatial working memory and processing speed in predicting the academic performance of children with specific mathematical learning disorders

The present study was a correlational descriptive study. The sample consisted of 150 students with specific mathematical learning disorders, who were selected by available sampling method. To collect data, Wechsler IQ scale for children (5th edition), Q-Mat math test, and Corsi block-tapping test were used. Research data were analyzed using Pearson's correlation coefficient and multivariate regression.

The results showed that 48% of the variance of students' academic performance is explained by visual-spatial active memory and processing speed (P≥0.001).

It can be concluded that cognitive functions (working memory, visual-spatial memory and processing speed) should be evaluated during the diagnostic process in order to better understand the characteristics of students with math problems and to apply tailored interventions.