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Aim and Background: Executive functions are the most important factors that influence students’ mathematics disorders. With the technological advances in the field of education it is possible to use a computer training program to evaluate and treat this disorder. Method and Materials: In this quasi-experimental research we selected 10 female elementary students of learning disorder centers in Tehran with mathematics disorder, and 10 normal students. The two groups were matched in age and intelligence. We tested all of the students with Key Math and executive functions tests. Students with mathematics disorders received the working memory training for 20 sessions in 7 weeks. Samples of these researches were retested using executive functions test. In order to compare the executive functions in students with and without mathematic disorders Student’s t-test was used to analyse data. Findings:   There were differences between executive functions in students with and without mathematics disorder. Moreover, working memory training had a significant effect on the executive function of students with mathematics disorder. There were more significant difference in average in the math disorder group in comparison to the control group. In addition, there was a significant difference in effect of executive functions pre- and post-intervention, and in follow-up. Conclusions: The results of the current study showed that the working memory computer assisted program caused improvements in executive functions of students with mathematics disorders.

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Abstract Aim and Background: The studies show verbal and visual-spatial working memory deficits in children with Attention Deficit Hyperactivity Disorder (ADHD). The aim of this research was to investigate working memory deficits in children with ADHD. Methods and Materials: The design of this research was ex post facto. Therefore, 60 children in 2 nd grade elementary (30 with and 30 without ADHD) were selected through simple random sampling. The instruments were Conner’s parental questionnaire, Clinical Interview, Wechsler Intelligence Scale for Children (WISC) for assessing verbal working memory and Corsi Blocks Task for assessing visual-spatial working memory. Data were analyzed using spss-20 software by ANOVA method. Findings: The results showed that there is a significant difference between ADHD and normal children in terms of verbal and visual-spatial working memory (P≤0.001). Children with ADHD had lower performance in these components. Also, Means of working memory in ADHD group was lower than normal group. Conclusions: Children with ADHD had deficits in visual-spatial and verbal working memory. Therapists and counselors recommended to pay attention to this important matter and use training based on components of working memory in children with ADHD. For examples, activities including memorizing some number and word, memorizing Short poems for children can do in these children.  

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Aim and Background: The purpose of this research was to investigate the effectiveness of executive functions training on the enhancement of attention, working memory, and inhibition in third-grade pupils with borderline intellectual functioning. Methods and Materials: The present research was a quasi-experimental study with pretest, posttest, follow-up, and control group. The educational package included 10 educational computer games and 10 pencil-paper games. In order to investigate the effectiveness of the training package, 34 third-grade pupils with borderline intellectual functioning were selected from elementary schools through combined sampling method and were randomly divided into two experimental (n = 18) and control (n = 16) groups. The experimental group received 20 sessions (70 minutes each) of training. The data collected through Raven's Progressive Matrices (RPM), d2, Stroop test, Cornoldy Working Memory Test, and Digit Span test were analyzed using repeated measures ANOVA. Findings: The results showed that executive function training significantly improved attention and working memory of students with borderline intellectual functioning. This training had the greatest impact on verbal and visual working memory, reduced errors, and increased concentration performance in the d2 test. It only had a significant effect on reaction time in the Stroop test. In addition, it was not effective on increasing total efficiency in the d2 test that is indicative of subjects’ speed. Conclusions: The results of this study confirmed the overall effectiveness of executive functions training on enhancement of attention, working memory, and inhibition in students with borderline intellectual functioning.

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Aim and Background: Working Memory (WM) has attracted the attention of experimental psychologists and neurologists. Those who pay attention to how people argue, solve problems, pursue their goals, make decisions and achieve cognitive control. The purpose of this study is to evaluate the subtle memory by means of words. In this regard, this research is an attempt to gather evidence of the speed of response in facilitating tasks and inhibition tasks.

Methods and Materials: The present study is a descriptive-correlational study. The statistical population of the study was all young and middle-aged people with a minimum age of 20 years without any history of mental and neurological disorders. In this research, 30 people were selected through targeted sampling. The facilitator's homework included the first pair of pseudo-word targets. The term inhibition was also indicated by two words in terms of meaning unrelated to the distance of 150 milliseconds. In fact, the response rate was evaluated in a semantic test based on the characteristics of these two assignments. The mean value in two assignments was compared using t- paired t-test.

Findings: The results indicated that the mean response rate to goals in the facilitated task was 4592.7± 480.9 millisecond more than the inhibition task (p<0.0001).

Conclusions: It seems that target memory representations by the first neutralization of the target memory representations are unrelated to the first one.

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Aim and Background: Processing speed plays an important role in specific learning disorder. Therefore, the aim of present study was to investigate the mediating role of processing speed in the relationship between working memory and phonological awareness with reading in students with reading disorder.
Methods and Materials: The present study is a descriptive correlational study. The statistical population of this study included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. The sample consisted of 150 students with specific learning disorder- reading who were selected by convenience sampling. To collect the data, reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV) were used. Research data were analyzed using PLS and SPSS statistical software as well as structural equation modeling.
Findings: The findings showed that there is a relationship between working memory, phonological awareness, processing speed and reading of students with reading disorder. Processing speed mediated the relationship between working memory and reading of students with reading disorder. Also, processing speed mediated the relationship between phonological awareness and reading of students.
Conclusions: The results showed that processing speed is mediated the relationship between working memory and phonological awareness with reading of students with reading disorders. Paying attention to these processes and the interventions related with them can help improve students' reading disorder.

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Aim and Background: The aim of the research is to investigate the relationship between cognitive functions and reading literacy in fourth grade primary school students.
Methods and Materials: The study method is descriptive-correlation. The statistical population includes all the male students of the fourth grade of primary school in Tehran who were studying in the academic year of 1402-1403, and 174 of them were purposefully selected as a sample. Reading literacy progress tests (Perles, 2016) and subtests from the fifth edition of the Wechsler Intelligence Test for Children (WISC-5) and the attention and concentration test IVA-2 were used for measurement.
Findings: The Pearson correlation coefficient results showed that there is a positive relationship between the components of cognitive performance and literary and information literacy of fourth grade elementary school students. The results of regression analysis showed that conceptual thinking with standard beta coefficient (0.451) had the highest regression effect on students' literary reading literacy. In addition, conceptual thinking with a standard beta coefficient (0.456) had the highest regression effect on students' information literacy, and processing speed, active memory and attention after conceptual thinking had the highest regression effect on students' information literacy.
Conclusions: By increasing the cognitive abilities of students, it becomes possible to perform multiple skills at the same time, and students with information literacy recognize the value of information in texts and have the ability to find and analyze information while reading and are able to understand the content. Evaluate information critically