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Abstract Aim and Background: The present research studied Episodic and Semantic memory in Quran memories and non- Quran memories among girl students. Methods and Materials: Research design was based on semi-experimental design. This study included 180 Quran memories, beginner and non Quran memories among girl students in 3 educational grades: primary, secondary and high school were chosen by cluster random sampling method .The materials of research were cued recall task, verbal task and action tasks. Data were analyzed by SPSS 11.5 Software and Multivariate analysis (MANOVA) and the Tukey Test. Findings: The finding was obtained superior memory for Quran learners increased by age. These findings indicated that skill for learning Quran enhances memory for non-Quran information and this effect becomes more by increasing of age. Conclusions: The result showed that Quran memories students had a better memory performance in both episodic and semantic tasks compared Non-Quran memories students.

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Aim and Background: As one of the most common learning disabilities, dyslexia is associated with a delayed reading ability and characterized by a considerable failure in the development of vocabulary recognition skills and reading comprehension.The purpose of the study was to compare the efficiency of neuropsychological and Davis method interventions on reading performance of dyslexic students of first and second grade elementary in Esfahan city.The research was experimental with pre-test, post-test, follow up and control group design.

Methods and Materials: The study population included all the dyslexic students of first and second grade elementary in the school year 2015-2016 in Esfahan city. The sample included 45 dyslexic students who were selected by cluster random sampling and were divided into three groups so that 15 of them were treated with neuropsychological methods, 15 of them with Davis method and there was no intervention on the rest of them. The research tools included reading disorder diagnosis test based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), teacher-made reading performance test, Raven's intelligence test for children and Test Of Language Development (TOLD). After the interventions, the reading test and reading performance test were conducted and the data were analyzed by SPSS software and multivariate covariance analysis.

Findings: The results showed that there was a significant difference between the post-test average scores of experimental groups and the control group in the reading test (p≤0.001). The results of paired comparison also showed that the post-test average scores of neuropsychological group are greater than Davis group’s scores in the Language Coordinate (p≤0.001).

Conclusions: That as language has many neuropsychological bases, it can play an important role in one's reception and expressionSome neuropsychological skills such as attention, memory and executive functions, etc are the preconditions of the receptive language and, hence, neuropsychological skills are the essential steps in the acquisition of language.