קשר בין תפקודים ניהוליים וידע עולם להבנת הנקרא בקרב תלמידים עם לקויות למידה ותלמידים בלי לקויות למידה

This study examined the relationship between executive functions, global knowledge and reading comprehension among students with and without learning disabilities. The study involved 80 fourth-grade students studying in integrated classes within regular education settings: 40 students diagnosed with learning disabilities and 40 students without learning disabilities. The students were tested using measures designed to assess executive functions, global knowledge, and reading comprehension. The study findings demonstrated significant relationship and differences between executive functions, global knowledge and reading comprehension. In addition, executive functions and global knowledge were identified as predictors of reading comprehension. Therefore, it is recommended that executive functions and global knowledge be extensively incorporated into teaching strategies for reading comprehension among all students, both with and without learning disabilities. This is because their use may contribute to improving the level of reading comprehension, to more effective planning of the curriculum, and to assist in identifying specific areas of difficulty in the regular education system that integrates students with learning disabilities, and thereby develop customized intervention programs for these students.