Abstract
Background:The aim of the present study was to the effectiveness of the physical-motor literacy promotion program on working memory in children with learning disabilities.

Methods: The present study was a quantitative and experimental study with a pre-test-post-test design with a control group. The statistical population included boys and girls with learning disabilities aged 7-15 years in Shahrood city in 1401-1402. Among those referred to the treatment clinic, 30 children were randomly assigned to two experimental and control groups (15 children in each group) by available sampling. The tools included the physical-motor literacy promotion program designed by the researcher, the N-Back memory test software, and the marathon pedometer. The data were analyzed using the analysis of covariance test.

Results: the physical-motor literacy promotion treatment program is effective in improving the memory of children with learning disabilities. (P<0.001)

Conclusion: Given that the underlying mechanisms of motor skills and working memory have common neural substrates and that motor competence and working memory follow a similar developmental path, promoting physical-motor literacy can be useful in improving memory in children with learning disabilities, but limitation lack of examination of the effect of moderators (weight, age, gender, etc.) suggest the need to address the limitations.