Identification of difference of working memory and sensory processing styles in boys and girls with writing‑learning disorder

Context: The main problems of children with learning disorder are in memory and their sensory processing and it causes children’s academic performance not appropriate. Aims: The aim of this study is to investigate of difference of working memory and sensory processing styles in boys and girls with writing‑learning disorder. Settings and Design: This was a descriptive and analytic study in the summer of 2018 at a learning disorders center in Gorgan City, Iran. Materials and Methods: The study population was all girls and boys by the age of 8–10 years suffering from the writing‑learning disorder. The available sampling method was used and 44 boys and 36 girls were chosen. The Dunn profile was obtained from the parents of the children. Daneman and Carpenter working memory, questions were asked from the children directly, and the information related to processing and storage in their memory were received. Furthermore, a demographic questionnaire was used. Statistical Analysis Used: Data were analyzed using in descriptive statistics (mean, standard deviation,and frequency), independent t‑test, and multivariate analysis of variance. Results: There was a significant difference in the writing learning disorder among processing (P 0.006) and storage (P 0.000) of working memory subscales and the 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 processing styles variable in both the girls and boys. Conclusions: With regard to the results obtained, it can be concluded that the boy’s group is in worse conditions in working memory and sensory processing styles, which requires special attention and more focused educational approaches.