شبكة المعلومات العربية التربوية

The current study aimed to identify the role of deficiencies of executive functions in predicting reading and math disabilities. The participants were (96) fourth, fifth and sixth grade students who had been diagnosed as learning disabilities. The survey contained (30) items divided into six factors that included working memory, planning, inhibition, self-monitoring, cognitive flexibility, and organization of tools. The students have also subject to reading and math tests to score the difficulty. Results indicated via hierarchical-linear-regression that working memory, planning, and organization of tools were significant predictors of reading disabilities. On the other hand, working memory and inhibition were significant predictors of math disabilities. The results demonstrated that there are positively significant correlations between executive function and math disabilities. The study concluded with some relevant implications. (Published abstract)