Cognitive distinction of students with specific learning disorder versus students with learning problem: The roles of working memory, processing speed and problem solving

The purpose of this study was to investigate the role of working memory, processing speed, and problem-solving in the cognitive distinction of students with a special learning disorder and learning problem. Methods: In this causal-comparative study, the participants constituted 100 students with specific learning disorder and 100 students with learning problems who were matched based on age, gender, grade and IQ. The major evaluation tools in this study included The Learning Disability Evaluation Scale-Renormed Second Edition (LDES-R2), Wechsler Intelligence Scale for Children-IV (WISC-IV), Behavioral Rating Scale of Executive Functions (BRIEF) and Tower of London test. The data were analyzed using the multivariate analysis of variances (MANOVA).