The present study aimed to determine whether students with Learning Disabilities (LD) are able to increase working memory capacity and information processing speed, after 12 sessions of a cognitive therapy intervention programme. Our sample consisted of 24 students with LD (10 males) aged 9-11 years joined the study. The students randomly assigned to an exercise group (n = 12) and a control group (n = 12). Working memory capacity and information processing speed were assessed by Daneman & Carpenter's Working Memory Test, at before and after the programme. Differences between the exercise and control groups in before and after the intervention were evaluated using ANCOVA tests. At the end of the study, exercise group showed an increase in working memory capacity, while no changes in information processing speed were observed. We observed no differences in the percentage of information processing speed between the exercise and control groups at before or after the intervention. Overall, 12 sessions of the cognitive therapy intervention was an effective programme for increasing working memory capacity in students with LD; however, no changes in information processing speed were observed.

Cognitive Therapy, Working Memory Capacity, İnformation Processing Speed, Students With Learning Disabilities