Empowering Exceptional Children

Empowering Exceptional Children

Comparison of the Cognitive Profile of Dyslexia, Dyscalculia and Normal Students based on the Components of the Tehran-Stanford-Binet Intelligence Test

Document Type : Original Article

Authors
Ali Sharifi 1
Salar Faramarzi 2
Mohadeseh Erfani Nasab 3
Faramarz Asanjarani 4
1 1. Assistant Professor, Department of Psychology and Education of children with Special Needs, University of Isfahan, Isfahan, Iran
2 professor, Department of Psychology and Education of children with Special Needs, University of Isfahan, Isfahan, Iran
3 Ph.D student in psychology and Education of people with Special Needs, University of Isfahan, Isfahan, Iran
4 Associate professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
10.22034/ceciranj.2024.450441.1852
Abstract
The purpose was to compare the cognitive profiles of dyslexia, dyscalculia and normal students based on the components of the Tehran-Stanford-Binet Intelligence Scale. The present study was causal-comparative. The statistical population of this study included all dyslexia, dyscalculia and normal students studying in the third to fifth grades of primary schools in Tehran in the academic year 2021-2022. The research sample included 23 dyslexia (13 boys, 10 girls), 25 dyscalculia (14 boys, 11 girls), and 30 normal students (15 girls, 15 boys). In order to diagnose dyslexia and dyscalculia, in addition to the diagnosis of learning disability centers, were used Iran Key-Math Diagnostic Test (IKMDT) and the Dyslexia Test (NEMA), the Tehran- Stanford-Binet Intelligence Test (SBIT). The research findings were analyzed using SPSS21 multivariate analysis of variance. There was a significant difference between the normal group and the groups with disabilities in the components of the intelligence test (p<0.01). However, there was no significant difference between dyslexia and dyscalculia students in the components of the Stanford-Binet intelligence test (p>0.05). The results shows that only based on the comparison and use of the scores of the components of intelligence tests, it is not possible to separate the dyslexia and dyscalculia simply. It is suggested that in order to accurately diagnose and separate these two groups, and the use of multiple diagnostic criteria, including the use of tests and experts' diagnosis, can lead to More accurate diagnosis of these two disorders.
Keywords
Cognitive Profile
Math Disorder
Reading Disorder
Stanford-Binet Intelligence Test

Subjects

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  • Receive Date 09 April 2024
  • Revise Date 19 June 2024
  • Accept Date 02 October 2024