The current research aims to confirm the role of training in thinking skills as a therapeutic approach to alleviate learning difficulties, and to verify the effect of a training program based on thinking skills in improving the level of thinking among a sample of students with learning difficulties in the primary stage, and on a sample of 24 students with learning disabilities in the classroom. The fifth elementary school was divided into two equal groups, one experimental group (12 students), and the other control group (12 students), using the following tools; Progressive matrices test, school achievement scores in Arabic and mathematics, diagnostic estimation scales for reading and mathematics difficulties, a priori skills test for thinking skill, a thinking skills scale, a training program for developing thinking skills for people with learning disabilities, using the “Mann Whitney” non-parametric test, and the “Wilcoxon” test. , the research concluded with the following results: There are statistically significant differences in the dimensional measurement between the control and experimental groups in the dimensions of classification, comparison, conclusion, summarization and in the total degree, and there are no statistically significant differences in the two dimensions of arrangement and prediction, where these differences came in favor of the experimental group, and there are significant differences Statistically between the pre and post measurements of the experimental group for a scale and the total score in favor of the dimensional application, there are no statistically significant differences between the post and sequential measurements in the dimensions of arrangement, classification, comparison and conclusion, as it was found that there are statistically significant differences in the dimensions of prediction and summarization and in the total score.