The relationship between working memory and fluid reasoning in children with dyslexia: mediating role of executive functions

Articles in Press

Document Type : Original Article

Authors

• Ali Agahi ¹
• Hossein Shareh ²
• Hassan Toozandehjani ³

¹ PhD in Psychology, Islamic Azad University, Neyshabur Branch, Neyshabur, Iran. [e-mail]

² Corresponding author: PhD in Clinical Psychology, Professor, Department of Educational Sciences, Faculty of Letters and Humanities, Hakim Sabzevari University, Sabzevar, Iran. [e-mail]

³ PhD in Clinical Psychology, Associate Professor, Islamic Azad University, Neyshabur Branch, Neyshabur, Iran.

10.22067/tpccp.2022.73586.1205

Abstract

Purpose: This study aimed to identify the mediating role of executive functions in the relationship between working memory and fluid reasoning in children with dyslexia.

Method: This descriptive-correlational study was a type of structural equation modeling. The statistical population comprised all third grade elementary‎ students with dyslexia in Mashhad. Of the target population, 205 people (130 boys and 75 girls) diagnosed with dyslexia were selected by convenience sampling method from the centers for learning disabilities in Mashhad in the academic year2017-2018. For data collection, Stanford-Binet Intelligence Scale (5th Edition), Wisconsin Card Sorting Test and Stroop Color and Word Test ‎were applied.

Findings: The findings of this research demonstrated that working memory has a significant relationship with fluid reasoning (p= 0.04). 28.1% of the changes in the variable of fluid reasoning are made under the influence of executive functions and working memory. executive functions do not play a mediating role in the relationship between working memory and fluid reasoning, and improving working memory leads to the reinforcement of fluid reasoning in children with dyslexia.

Keywords

• Executive Functions
• Fluid reasoning
• Dyslexia
• Working Memory

Main Subjects

• Clinical psychology

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