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Information Journal Paper

Title

Comparison of working memory and sensory profile in boys and girls with writing disability

Pages

  163-168

Abstract

 Background and aims: Children with learning disabilities mainly have problems in cognition and sensations. Therefore, this study aimed to compare Working memory and Sensory profile in boys and girls with Writing disability. Methods: To this end, this descriptive study applied a comparative method to collect the required data. Statistical population of the study included all girls and boys within the age range of 8-10, who were suffering from Writing disability during their treatment in a Writing disability center in Gorgan during the summer of 2018. In addition, a stratified random sampling method was used and 50 boys and 58 girls were selected from each group accordingly. Based on the research tools, the Dunn profile (1999) was obtained from the parents of the children. In the area of Daneman and Carpenter Working memory (1980), children were directly questioned in order to obtain information related to processing and storage in their memory. Finally, data were analyzed by SPSS software using multivariate analysis of variance analysis. Results: Based on descriptive findings (i. e., mean and standard deviation), the following data were obtained regarding the intended parameters in boys and girls as processing (50. 32± 6. 93, 54. 22± 7. 45), storage (48. 47± 6. 08, 53. 17± 6. 07), indoctrination associated with the physical state of body motion (34. 28± 7. 09, 36. 91± 6. 48), multisensory processing (34. 68± 5. 21, 37. 94± 6. 57), and auditory processing (31. 74± 5. 84, 35. 52± 6. 59), respectively. In addition, the results indicated a significant difference in the Writing disability among the processing (P < 0. 006) and storage (P < 0. 000) of Working memory subscales and indoctrination associated with the physical state of the body motion (P < 0. 000), multisensory processing (P < 0. 000), and auditory processing (P < 0. 002) of the Sensory profile in both girls and boys with writing disabilities. Conclusion: In general, the boys had a worse condition concerning their Working memory and sensory processing styles that require special attention and more focused educational approaches.

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    APA: Copy

    SANGANI, ALIREZA, & Jangi, Paria. (2019). Comparison of working memory and sensory profile in boys and girls with writing disability. JOURNAL OF SHAHREKORD UNIVERSITY OF MEDICAL SCIENCES, 21(4), 163-168. SID. https://sid.ir/paper/761052/en

    Vancouver: Copy

    SANGANI ALIREZA, Jangi Paria. Comparison of working memory and sensory profile in boys and girls with writing disability. JOURNAL OF SHAHREKORD UNIVERSITY OF MEDICAL SCIENCES[Internet]. 2019;21(4):163-168. Available from: https://sid.ir/paper/761052/en

    IEEE: Copy

    ALIREZA SANGANI, and Paria Jangi, “Comparison of working memory and sensory profile in boys and girls with writing disability,” JOURNAL OF SHAHREKORD UNIVERSITY OF MEDICAL SCIENCES, vol. 21, no. 4, pp. 163–168, 2019, [Online]. Available: https://sid.ir/paper/761052/en

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