The effect of executive functions training on the rate of executive functions and academic performance of students with learning disability

Objectives: The aim of this research was to investigate the efficacy of executive functions training on working memory and response inhibition in improving executive functions and academic performance of female students with spelling learning disability. Methods: The design of this research was experimental. Therefore, 45 third grade elementary female students with spelling learning disability were selected through multistage random cluster sampling. These students were randomly assigned into three groups (two experimental groups and one control group, each group consisted of 15 students). Experimental group 1, received working memory training and experimental group 2, received response inhibition training. The instruments were NEPSY test, Wechsler Intelligence Scale for Children - Revised (WISC-R), Scale for Identifying Students with Spelling Learning Disability (SISSLD), and Spelling Academic Performance Test. Executive functions training were employed on experimental groups. Data was analysed by Mancova analysis. Results: Findings indicated that executive functions training on working memory and response inhibition can improve executive functions and spelling performance of students. Discussion: The findings showed that executive functions training can be used as an intervention method in improvement of executive functions and spelling difficulty in female students with spelling learning disability.