Introduction: Executive functions involve higher-order cognitive functioning that is critical for goal directed behavior. The aim of this research was to compare executive functions in students with and without spelling learning disability: performance in NEPSY neuropsychology test.
Method: 45 elementary students with spelling learning disability and 45 elementary normal students (both groups in third grade) were selected through multistage random sampling. The instruments were NEPSY test, Wechsler Intelligence Scale for Children & checklist for identifying students with spelling learning disability. Data were analyzed by t-test.
Results: The results showed that there is a significant difference between performance of the students with and without spelling learning disability in executive functions (performance in NEPSY tower).
Conclusion: Students with spelling learning disability had lower performance in executive functions (performance in NEPSY tower) compared to normal students. Difficulties in executive functions should be assessed by using standardized instruments in order to plan execute appropriate interventions with regards to executive functions.