عمليات التجهيز المعرفي المنبئة بالتحصيل الدراسي لدى ذوي صعوبات تعلم الرياضيات من تلاميذ الصف الخامس الابتدائي

Abstract EN

The current research aims to investigate the cognitive processing processes that predict academic achievement for 5^th grade elementary pupils with mathematics learning disabilities, The sample of the research consists of (33) male and female pupils who have disabilities in learning mathematics, whose ages ranged between (10-11) years.

An achievement test in mathematics and a battery of programmed cognitive processing processes (visual selective attention, auditory selective attention, visual perception, auditory perception, and working memory) were applied to them.

The results showed that academic achievement in mathematics can be predicted by visual selective attention, auditory selective attention, visual discrimination, visuospatial orientation, and the three components of working memory, On the other hand, the components of auditory perception (auditory discrimination, phonological segmentation, and phonological blending) are non-predictive factors for academic achievement of pupils with mathematics learning disabilities.