TY - JOUR T1 - The Comparison of Phonological, Memory Self- Cued and Around- Cued, and Selective Attention on Students with and Without Dyslexia TT - مقایسه واج‌شناختی، حافظه فردمحور و پیرامون محور و توجه انتخابی در دانش‌آموزان با و بدون نارساخوانی JF - The-Neuroscience-Journal-of-Shefaye-Khatam JO - The-Neuroscience-Journal-of-Shefaye-Khatam VL - 9 IS - 4 UR - http://shefayekhatam.ir/article-1-2031-en.html Y1 - 2021 SP - 11 EP - 20 KW - attention KW - memory KW - phonological KW - dyslexia N2 - Introduction: The purpose of the present study was the comparison of phonological skills, memory self-cued and around- cued, and selective attention on students with and without dyslexia. Materials and Methods: The statistical population of the present study was normal and dyslexic male students of the fifth and sixth grades of Tabriz, Iran primary schools in 2018-2019. Multi- stage sampling methods were used to select the participants. For data collection, the phonological skills Landerl, memory self- cued, and around-cued Crawford et al, and Stroop test were used. Results: There is a statistically significant difference between the mean scores of the two groups in the skills of naming numbers, verbal fluidity and voice exchange, memory- centered and peripheral memory, and the number of errors and time of attention. Dyslexic students have lower phonological skills, memory, and selective attention. Conclusion: Attentions are required to the role of phonological skills, memory improvement, and selective attention in dyslexic students. M3 10.52547/shefa.9.4.11 ER -