The comparison of active memory and sensory processing styles in boys and girls children with writing learning disorder

Introduction: The main problems of children with learning disorder are in cognition and their sensations. The present study aimed to investigate the comparison of active memory and sensory processing styles in boys and girls with writing learning disorder. Methods: The methodology of this descriptive study was the Control-case study type. The statistical population of this study was all girls and boys by the age of 8-10 suffering from the writing learning disorder in Gorgan City during treatment in a writing disability center in summer of 2018. According to the research methodology, the stratified random sampling method was used and 50 boys and 58 girls were selected from each group as samples. According to research tools, Dunn's profile (1999) was received from the parents of the children and Daneman & Carpenter's ​​ active memory tool (1980) was asked from the children directly, and the information related to processing and storage in the memory was received. Data were analyzed with regard to multivariate variance analysis method. Results: the results indicate that there is a significant difference between the two groups of boys and girls with writing learning disorder in subscales of processing and storage of the active memory variable and the subscales auditory processing, multisensory processing and indoctrination associated with the physical state of the body motion of the sensory processing styles variable (p <0.01). Conclusion: with regard to the results obtained, the boys group is in worse conditions in active memory and sensory processing styles, which require a special attention by therapists and more focused therapeutic approaches.