This study aimed to enhance information encoding abilities and assess their influence on the working memory capacity of students with learning disabilities. These students often employ ineffective academic strategies, leading to a sense of inadequacy and underachievement. The research sample included 20 male and female fourth-grade students, aged between 8 and 11 years. An experimental method was employed using a two-group design, with pre-test, post-test, and follow-up assessments to evaluate changes in the study variables. The research tools used were the Stanford-Binet Intelligence Scale, the Information Encoding Level Scale, the Quick Neurological Screening Test, and a specialized program designed to develop information encoding skills. Data analysis involved statistical techniques such as means, standard deviations, paired sample t-tests, and independent sample t-tests using a statistical software program.
