The Comparison of Phonological, Memory Self- Cued and Around- Cued, and Selective Attention on Students with and Without Dyslexia

Abstract

Introduction: The purpose of the present study was the comparison of phonological skills, memory self-cued and around- cued, and selective attention on students with and without dyslexia. Materials and Methods: The statistical population of the present study was normal and dyslexic male students of the fifth and sixth grades of Tabriz, Iran primary schools in 2018-2019. Multi- stage sampling methods were used to select the participants. For data collection, the phonological skills Landerl, memory self- cued, and around-cued Crawford et al, and Stroop test were used. Results: There is a statistically significant difference between the mean scores of the two groups in the skills of naming numbers, verbal fluidity and voice exchange, memory- centered and peripheral memory, and the number of errors and time of attention. Dyslexic students have lower phonological skills, memory, and selective attention. Conclusion: Attentions are required to the role of phonological skills, memory improvement, and selective attention in dyslexic students.s