Learning difficulties reading and mathematics and their relationship to working memory and visual-spatial processing using the Stanford-Binet scale of intelligence "Syrian version" the fifth picture Research

Abstract

The research aims to study the relationship between reading and arithmetic learning difficulties and developmental difficulties (working memory - visual-spatial processing) on the Stanford-Binet scale, fifth edition. Where the sample reached (176) male and female students, and it was drawn randomly from Damascus schools Research results: It indicated high correlations between difficulties in learning arithmetic, reading, and developmental difficulties. It also showed that verbal developmental difficulties are more important than non-verbal developmental difficulties with regard to reading and academic difficulties combined. While in arithmetic, non-verbal developmental difficulties are more important. With regard to arithmetic for the two grades together, the importance of the verbal visual processing variable was. While in reading, verbal working memory was the most important. While in arithmetic for the second and third grades, verbal visual processing is more important than non-verbal memory. For the second grade reading, non-verbal memory is more important than visual verbal processing, while for the third grade, verbal visual processing is the most important. We conclude that these abilities appear as a good predictor of achievement in reading and arithmetic, and its contribution to academic difficulties.