الفروق في مكونات الذاكرة العاملة بين المتأخرين دراسيا و ذوي صعوبات التعلم في الحساب و القراءة

Abstract EN

The Aim of this study is to identify the difference between the Achievement Retardation and learners with learning disabilities in arithmetic and learning disabilities in reading in the total grade of the working memory test and its Sub-Components.

The research sample consisted of (17) Students With (27) Students With learning disabilities in arithmetic and (36) learning disabilities in reading.

The researcher bulit a battery for the working memory and extracted the indicators of the reliability and stability of the battery.

The results of the variance analysis showed that there are differences at (.01) between the averages of the performance of the Achievement Retardation and students with learning disabilities in reading and students with learning disabilities in arithmetic in the phonemic processing test in the telemetry for students with learning disabilities in arithmetic.

Also, there is a statistically significant difference at (.01) between the averages of the performance of the Achievement Retardation and students with learning disabilities in reading and students with learning disabilities in arithmetic in the central executive test of the telemetry for students with learning disabilities in arithmetic.

As well as, there is no statistically significant difference between the averages of the Performance of the Achievement Retardation and students with learning disabilities in reading and students with learning disabilities in arithmetic in the visuospatial sketchpad test.

In addition, there is a statistically significant difference at (.01) between the averages of the performance of the Achievement Retardation and students with learning disabilities in reading and students with learning disabilities in arithmetic in the esodic buffer test of the telemetry for students with learning disabilities in arithmetic