Abstract
Introduction: Working memory is the capacity to store and control information for a short period of time. This memory is closely related to reading and other academic skills such as spelling, comprehension and mathematics. This study aimed to compare working memory in normal versus dyslexic children. Materials and methods: This was a descriptive-analytic study. Dyslexic group included 30 children randomly selected from the Learning Disability Center of Semnan Department of Education. The control group consisted of 60 primary school students without any academic failure and intellectual problems. Phonological working memories such as Word Recall, Digits Recall and Non-word Repetition were used for assessments. Results: The experimental and control groups were not different in two factors of age (P=0.880) and sex (P=0.552). Control group scores in word recall, digits recall (forward), and non-word repetition tasks were highly dominated (P
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Copyright
© 2016, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.