Comparison of 8-9 Years old Children's Intelligence with and without Specific Learning Disorder in General Indicators of Wechsler-5

Subject Areas : Educational Psychology

monire pirmohammadi ¹ , مهران سلیمانی ² , Behzad Shalchi ³

1 - Department of Psychology, Faculty of Psychology &Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
2 - Associate Professor, Department of Psychology, Faculty of Psychology &Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
3 - . Associate Professor of Psychology, Research Center of Psychiatry and Behavioral Sciences and Working Group of Psychiatry and Psychology Culture-based Knowledge Development, Tabriz University of Medical Sciences, Tabriz, Iran.

Received: 2024-09-06 Accepted : 2024-11-06 Published : 2024-09-09

Keywords: Intelligence Quotient, Learning Disorder, General Indicators, Wechsler-5,

Abstract :

Specific learning disorders are among the most common disorders in schools and can affect the intellectual abilities of children. Therefore, the aim of the present study was to compare the intellectual of children aged 8-9 years with and without specific learning disorders based on the overall indices of Wechsler-5. This study was of a causal-comparative design. The statistical population included all second and third-grade elementary students referred to the Learning Disorders Center and students from regular schools in District 1 of Urmia City in the winter of 2019. A total of 70 second and third-grade students (35 without learning disorders and 35 with specific learning disorders) were selected as the study sample using a convenience sampling method, and the fifth edition of the Wechsler test (2014) was administered to them. Data were analyzed using multivariate analysis of variance (MANOVA) and SPSS19 software, with a significance level of 0.05. The results showed that there was a significant difference between the two groups with specific learning disorder and without disorder in the indices of processing speed (P=0.001) and working memory (P=0.001); considering the mean scores, the scaled scores in these three indices were higher in the group of students without the disorder. Additionally, no significant difference was observed between the two groups in the verbal comprehension index (P=0.025), fluid reasoning (P=0.439), and visual-spatial index (P=0.072). Based on the results, students without learning disorders performed better in overall intelligence indices compared to those with specific learning disorders. Therefore, the findings suggest that through specialized training focused on enhancing intelligence and cognitive abilities, the performance of students with specific learning disorders in these indices can be improved

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