University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 11 3 2022 04 21 Comparison of Learning Styles in Students with Learning Disorder, Attention Deficit / Hyperactivity Disorder and Normal Comparison of Learning Styles in Students with Learning Disorder, Attention Deficit / Hyperactivity Disorder and Normal 45 61 1524 10.22098/jld.2022.7471.1801 FA Banafsheh Hosseinzadeh Kolesari M.A. In Psychology. Faculty of Literature and Humanities, University Of Guilan, Rasht, Iran 0000-0002-1022-2788 Seyed Mosa Kafi Masouleh Professor, Department Of Psychology, Faculty of Literature and Humanities, University Of Guilan, Rasht, Iran. Abbas Abolghasemi Professor, Department of Psychology, Faculty of Literature and Humanities, University Of Guilan, Rasht, Iran. Journal Article 2020 07 14 Objective: The aim of this study was to compare the learning styles of students with learning disabilities, attention deficit / hyperactivity disorder and normal. Methods: The method of the present study was descriptive-causal-comparative and the statistical population of this study included all male and female primary school students in Rasht and students referring to the Center for Learning Disabilities in the academic year 1397-98, of which 50 Available sampling In the group of students with learning disabilities, 50 people were selected by available sampling method from primary schools as students with attention deficit / hyperactivity disorder and 50 normal students were selected by multi-stage cluster sampling from primary schools in Rasht. Data collection tools were Connors Form Teacher Rating Scale (1969), Reading Disorder Test by Shafiee et al. (2008), and kolb Learning Styles Questionnaire (1985). Results: The results were analyzed using Kruskal-Wallis and u man Whitney tests. The results showed that there was a significant difference between students with learning disabilities, attention deficit / hyperactivity disorder and normal learning styles (p <0.001); that students with learning disabilities in reflective observation and divergent learning style scored higher on average than students with attention deficit / hyperactivity disorder and normal. Students with Attention Deficit / Hyperactivity Disorder scored higher in Active Experimentation and Adaptive Learning Style than the other two groups. Normal students also scored higher on abstract conceptualization and convergent learning styles. Conclusion: Students have their own preferred learning style that can affect their academic performance. Objective: The aim of this study was to compare the learning styles of students with learning disabilities, attention deficit / hyperactivity disorder and normal. Methods: The method of the present study was descriptive-causal-comparative and the statistical population of this study included all male and female primary school students in Rasht and students referring to the Center for Learning Disabilities in the academic year 1397-98, of which 50 Available sampling In the group of students with learning disabilities, 50 people were selected by available sampling method from primary schools as students with attention deficit / hyperactivity disorder and 50 normal students were selected by multi-stage cluster sampling from primary schools in Rasht. Data collection tools were Connors Form Teacher Rating Scale (1969), Reading Disorder Test by Shafiee et al. (2008), and kolb Learning Styles Questionnaire (1985). Results: The results were analyzed using Kruskal-Wallis and u man Whitney tests. The results showed that there was a significant difference between students with learning disabilities, attention deficit / hyperactivity disorder and normal learning styles (p <0.001); that students with learning disabilities in reflective observation and divergent learning style scored higher on average than students with attention deficit / hyperactivity disorder and normal. Students with Attention Deficit / Hyperactivity Disorder scored higher in Active Experimentation and Adaptive Learning Style than the other two groups. Normal students also scored higher on abstract conceptualization and convergent learning styles. Conclusion: Students have their own preferred learning style that can affect their academic performance.

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