Visual Memory and relationship to the Intelligence of Working Memory among students with Learning Disabilities

Abstract

This study aimed to identify (Visual Memory, VM) and its relationship to (Working Memory Intelligence, WMI) in students with (Learning Disabilities, LD). The descriptive correlative approach was used to achieve the study's objectives. In the Kingdom of Saudi Arabia, the study sample included (47) students, including (30) students with (LD) and (17) normal students, ranging in age from (7 to 13) years. The Wechsler-4 scale and the (VM) scale were also used. Indications of validity were got, as evidenced by content validity (80%), internal construct validity greater than 0.30, and concurrent validity for the construct validity of the (WMI) intelligence test for students with (LD) compared to normal students.
   The correlation coefficients for the sub-tests (Straight, Inverse, Numbers Memory Test, and Sequence of numbers and letters test) with the total score of the (WMI) among (LD) students are (0.747, 0.851, 0.886, 0.829), respectively. Cronbach's alpha coefficient, which amounted to, was also used to determine the scale's reliability (0.888).

    The study's findings revealed that the levels of (VM), shapes test, colors test, and numbers test were low. The level of memory intelligence for the memory of numbers intelligence test, as well as the straight and inverse tests, was low. While the test of the numerical and letter sequence was average. And that the (WMI) level of the (LD) students was average. The series of numbers and letters test is intermediate, and the memory of the numbers test is low. The results revealed a small difference between the students' average scores on the (VM) sub-tests and the total score. There was also a simple difference between the average student scores on the sub-digit memory tests and the total score. There were also differences in the average scores of students on the number and letter sequence tests, with the highest score being. There were also only minor differences in students' overall average scores on the (WMI). There is no connection between the (VM) intelligence test and (WMI).

      The study recommends developing tools for measuring and diagnosing (VM) for students of (LD) and conducting studies related to the relationship between (VM) and achievement.