University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 15 4 2026 07 23 Analysis of differences in emotion processing, working memory performance, adaptive skills, and behavioral problems in Analysis of differences in emotion processing, working memory performance, adaptive skills, and behavioral problems in dyslexic and Analysis of differences in emotion processing, working memory performance, adaptive skills, and behavioral problems in Analysis of differences in emotion processing, working memory performance, adaptive skills, and behavioral problems in dyslexic and 4763 10.22098/jld.2026.17988.2269 FA Mohammad Narimani Distinguished Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Matineh Ebadi PhD Student of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Seyfollah Aghajani Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Sanaz Einy Assistant Professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Ghasem Fattahzadeh Ardalani Associate Professor, Department of Neurology, Faculty of Medicine, Ardabil University of Medical Science, Ardabil, Iran Journal Article 2025 08 08 Objective: The present study aimed to compare emotional processing, working memory performance, adaptive skills, and behavioral problems between students with dyslexia and typically developing students. <br />Method: This causal-comparative study was conducted in 2024 in Ardabil, Iran. The statistical population included fifth- and sixth-grade elementary students, from which 58 students with dyslexia and 64 typical students were selected using purposive sampling and matched accordingly. The research instruments included the Emotional Go/No-Go Task for assessing emotional processing, Emotional 1-Back Task, the Social Skills Rating System (Parent Form) by Gresham and Elliott, and a demographic information form. Data were analyzed using analysis of variance (ANOVA) and Mann-Whitney U test.<br />Results: Results indicated that students with dyslexia performed more poorly than typically developing students across all components of emotional processing, emotional working memory performance, and social skills. Specifically, individuals with dyslexia showed lower performance in reaction time and response accuracy to both emotional and neutral stimuli. In addition, they committed more omission and commission errors. These findings suggest the presence of concurrent cognitive, emotional, and social deficits in this group.<br />Conclusion: The findings highlight that learning disabilities are not confined to academic skills but are also associated with impairments in emotional, cognitive, and interpersonal functioning. Therefore, educational interventions should simultaneously focus on enhancing working memory, improving emotional processing, and fostering social relationships to support the holistic development of these students. Objective: The present study aimed to compare emotional processing, working memory performance, adaptive skills, and behavioral problems between students with dyslexia and typically developing students. <br />Method: This causal-comparative study was conducted in 2024 in Ardabil, Iran. The statistical population included fifth- and sixth-grade elementary students, from which 58 students with dyslexia and 64 typical students were selected using purposive sampling and matched accordingly. The research instruments included the Emotional Go/No-Go Task for assessing emotional processing, Emotional 1-Back Task, the Social Skills Rating System (Parent Form) by Gresham and Elliott, and a demographic information form. Data were analyzed using analysis of variance (ANOVA) and Mann-Whitney U test.<br />Results: Results indicated that students with dyslexia performed more poorly than typically developing students across all components of emotional processing, emotional working memory performance, and social skills. Specifically, individuals with dyslexia showed lower performance in reaction time and response accuracy to both emotional and neutral stimuli. In addition, they committed more omission and commission errors. These findings suggest the presence of concurrent cognitive, emotional, and social deficits in this group.<br />Conclusion: The findings highlight that learning disabilities are not confined to academic skills but are also associated with impairments in emotional, cognitive, and interpersonal functioning. Therefore, educational interventions should simultaneously focus on enhancing working memory, improving emotional processing, and fostering social relationships to support the holistic development of these students.