Visual processing speed and verbal working memory as predictors of word recognition and word recognition fluency for pupils with word recognition disabilities in the primary stage

Document Type : Original Article

Author

Assistant Professor, Department of Special Education - College of Education King Khalid University - Kingdom of Saudi Arabia

Abstract

The present study aimed to identify the possibility of predicting word recognition and word recognition fluency from visual processing speed (verbal, non-verbal) and verbal working memory (phonological loop, central executive) for pupils with word recognition disabilities in the second and third grades of the directorate of education in Asir. The sample of the study consisted of (63) male pupils with word recognition disabilities with an average age of (7.83) years, and a standard deviation (0.49). The study used two tests for the visual processing speed (digits naming speed, visual matching) (prepared by the researcher), two tests for the verbal working memory (word span, listening sentences span) (Hussein, 2011) and the word recognition test (prepared by the researcher). Using a stepwise multiple regression analysis, the results showed that the visual processing speed (verbal, non-verbal) and verbal working memory (phonological loop, central executive) significantly predicted word recognition (explained 48.5 % of the variance) and word recognition fluency (explained 46.8 % of the variance) for pupils with word recognition disabilities.

Keywords

Main Subjects

المجلة التربوية لکلية التربية بسوهاج
Volume 86, Issue 86 - Serial Number 86
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
June 2021
Pages 813-859

Files

History

  • Receive Date: 16 December 2020
  • Revise Date: 01 January 2021
  • Accept Date: 16 January 2021

Share

How to cite

Statistics