Middle Eastern Journal of Disability Studies

Abstract
Background & Objectives: In general, in the classification of learning disabilities, three areas of math disorder, writing disorder, and reading disorder can be mentioned. In elementary school students, reading disorder or dyslexia can be the most common type of disorder. Considering the numerous unpleasant consequences of reading learning disorders, such as multiple communication problems, illness and mental disorders, lack of scientific perspective, and many other consequences, investigating this type of disorder and the involved factors is of particular importance. It should be noted that despite various studies conducted in the field of learning disabilities in other countries and societies, there is no accurate information and statistics regarding the prevalence of learning disorders (mathematics, writing, and reading) and the causes affecting them in Iran. In other words, it can be said that our country is still at the beginning of the path in this field. Accordingly, to identify and treat students with learning disabilities and provide exceptional support to these children, identifying factors involved in reading disorders is an undeniable necessity and requires more research in this field. Therefore, the main topic of the present study was to investigate the effect of executive function and perception on elementary school students' reading disorder (from mild to severe level).
Methods: In this analytic correlational study, 224 students of Education District 2 of Tehran City, Iran, who had low, moderate, and high reading disorders according to Salimi's Reading Disorder Scale (Salimi, Teymori, 2007) were selected by available sampling method. The study data were collected using the Executive Function Scale BRIEF (Gioia et al., 2000) and the Future Perception Questionnaire (Moghbeli, 2017). A total of 208 questionnaires were returned as acceptable. The Executive Function Scale BRIEF was used to evaluate executive functions. This scale has two forms for parents and teachers and has 86 questions, the items scored by parents or teachers from 1 to 3. The Future Perception Questionnaire was used to measure perception, using the components of spatial awareness, visual perception, auditory perception, and sensory integration. Finally, to evaluate the disability of learning to read, the 27-item Reading Disorder Scale was used. This checklist identifies and diagnoses students at risk of disabilities and reading difficulties. The obtained data were analyzed using simple linear regression tests, multiple linear regression tests, and multinomial logistic regression in SPSS software version 22 at a significance level of α=0.05.
Results: The research findings showed that executive function (p<0.001; β=0.733) and perception (p<0.001; β=-0.730) had significant effects on children's reading disorder scores. Also, the results of multiple linear regression showed that the dimension of emotional control (from the components of executive performance) with β=0.482 ​​(p<0.001) and the dimensions of sensory integration and auditory perception with values β=-0.201 and β=-0.176 ​​(p=0.009, and p=0.017, respectively) could explain 60.9% of reading learning disorder scores. In other words, among all the research components, the dimensions of emotional control, sensory integration, and auditory perception had the greatest impact on the reading disorder score. In addition, the results of multinomial logistic regression showed that in the low reading disorder group compared to the moderate reading disorder, auditory perception (OR=2.303, p=0.004), sensory integration (p=0.028, OR=2.023), and organization (p= 0.039, OR=0.749) variables, in the high reading disorder group compared to the moderate reading disorder, the auditory perception variable (p=0.042, OR=7.393) and in the low reading disorder group compared to the high reading disorder group, the attention transfer variable (p=0.048, OR=0.327) had significant effects on the odds of having reading disorder.
Conclusion: Based on the results obtained in this research, it can be seen that by reducing executive function injuries and improving children's perceptual skills, the reading disorder score will decrease significantly. Also, among the components of the executive function of the emotional control dimension and the components of perception, the dimensions of sensory integration and auditory perception play a more important role in explaining reading disorders. Therefore, to improve children's reading performance, the level of executive performance and perception in these children should be developed, which ultimately leads to reduced reading disorders in them.