نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Background: Reading and writing disorders are among the most prevalent manifestations of Specific Learning Disorders (SLD) in early schooling. Deficits in executive function skills, particularly attention, are significantly associated with writing and reading impairments in individuals with learning disabilities. The present study aimed to investigate the differences in selective and divided attention among students with Specific Learning Disorders with dyslexia and dysgraphia
Method: The present study was conducted with a comparative design. The study population consisted of first-grade elementary students with Specific Learning Disorders with dyslexia and dysgraphia in Tabriz during the 2025-2026 academic year, selected based on predefined inclusion and exclusion criteria. Data collection was conducted CSI-4, the WISC-IV, the Dyslexia Checklist, the NAMA Test, and a first-grade academic writing achievement test.
Results: Findings showed that students with writing disorders exhibited a significantly higher rate of omission errors in selective attention tasks. However, there was no statistically significant difference between the two groups in divided attention.
Conclusion: Due to the impaired mechanism for filtering out irrelevant stimuli in students with dysgraphia, they exhibit greater deficits in selective attention compared to students with dyslexia, which results in the loss or omission of certain information during this transfer process.
کلیدواژهها English
