Introduction: Slow learner are students whose mental age is one or two standard deviations below their chronological age; That is, they are lower than their colleagues in their academic performance, and this is a result of their low mental ability, and their intelligence level ranges from (80-89) on the Stanford test with the fifth image structure, and in order to diagnose slow-learning students, an IQ test was used to detect their level of intelligence. And the academic performance scale to reveal the level of academic performance. Slow learners have the ability to learn within the limits of their capabilities and preparations. The reasons for their slow learning are due to their lack of understanding of the educational situation and the constant need for repetition Hence, the interest in building a program based on the development of cognitive speed so that it has a role in speeding up their understanding of the educational situation and good investment of time and then improving their academic performance. Problem of The study : Slow learners suffer from a range of educational and behavioral problems, which results in difficulty in adapting to school programs, as it is similar in characteristics to younger students, as it does not have the ability to focus, so attention must be paid to this category, diagnosing them well and providing them with the necessary services and programs. Hence, attention came to slow learners due to its attachment to various aspects, including academic compatibility, such as a low level of experience acquisition, and a low level of academic performance, as this category needs support. Therefore, workers in the field of the educational process are required to search for methods and training programs to help them learn and perform well. One of the most prominent problems that slow learners suffer from is a weakness in their cognitive speed of different educational situations, which causes poor academic performance. It is worth noting that the educational situation is a cognitive situation that requires perceptual speed accordingly, the researcher believes the importance of developing cognitive speed in addressing deficiencies in the developmental processes of slowlearning primary school students, to be reflected in their academic performance. Perceptual speed is one of the cognitive and perceptual characteristics of the learner, which becomes clear when the learner deals with the educational situation. Perception is seen as the way in which the learner receives and interprets information, while perceptual speed refers to the speed of rapid identification of a visual pattern among several visual patterns and the speed of finding shapes. And the performance of simple actions that include the process of visual perception, as well as its impact on some cognitive processes such as attention, thinking and remembering Hence, the problem of the current study is defined in the following main question: What is the effectiveness of a training program for developing cognitive speed in improving the academic performance of slow-learning sixth graders? The following sub-questions branch out from it: 1- What are the differences between the slow learning students in the experimental and control groups in the post-measurement on the academic performance scale? 2- What are the differences between the slow learners in the experimental group in the pre and post measurements on the academic performance scale? 3- What are the differences between the slow learners in the experimental group in the post and follow-up measurements on the academic performance scale? Objectives of the study The study aims to achieve the following objectives: 1- Improving academic performance through a training program to develop the cognitive speed of slow learners. 2- Verifying the continuity of the effectiveness of a training program for the development of cognitive speed in improving the academic performance of slow-learning primary school students. the importance of studying First: The theoretical importance is summarized in the following points 1. The current study deals with the category of slow learners, that category that is not paid attention to as the category of learning difficulties. They need attention and early detection to increase the effectiveness of the programs offered to them. 2. Caring for slow learners in the primary stage would positively affect their future academic lives. 3. The scarcity of studies that dealt with the development of the cognitive speed of slow learners and measuring its impact on their academic performance - within the limits of the researcher's knowledge -. 4. The results of this study may contribute to providing a basis for subsequent studies suggesting backward programs to improve the academic performance of slow learners. Second: The practical importance, which can be summed up in the following points: 1. Providing a training program aimed at developing the cognitive speed of slowlearning primary school students, which can be used to improve the academic performance of these students. 2. Benefiting from the training program in the event that its validity is proven in the field of special education with other cases of students, which suffer from the same difficulty that the program dealt with. 3. Providing a set of specialized exercises and activities to improve the level of academic performance of slow learners, which educational systems can benefit from in the field of training these students. Study assignments: 1- There are statistically significant differences between the mean scores of the students of the experimental and control groups in the post-measurement on the academic performance scale in favor of the experimental group. 2- There are statistically significant differences between the mean scores of the experimental group in the pre and post measurements on the academic performance scale in favor of the post measurement. 3- There are no statistically significant differences between the mean scores of the post and consecutive measurements of the experimental group on the academic performance scale. Study Approach: The current study relied on the semi-experimental approach (pre-post design of two control groups and its experiment). This approach requires dealing with two main variables, one of which is independent and the other is dependent. Where the training program based on cognitive speed is the independent variable, and the academic performance is the dependent variable. The study sample: The basic sample consists of (20) slow-learning sixth-grade pupils, whose ages range from (11.10) to (12.50), with an arithmetic mean of (11.775) and a standard deviation of (0.37758), divided into (8) male pupils and (12). ) of females, and their intelligence level extended from (80) to (89), with an average intelligence of (83.600) and a standard deviation of (3.5003). Study Tools: A set of tools was used to verify the objectives of the study: • The Stanford-Binet scale, fifth image (prepared by Mahmoud Abul-Nil, 2011). • Rapid Neurological Scan Scale (prepared by / Abdel Wahab Mohamed Kamel, 2007) • Cognitive Speed Scale (Cognitive Test Battery - Anwar El Sharkawy, 1999) • Academic performance scale prepared by (Ghada Shehata and Iman Ghoneim). • The training program prepared by (Ghada Shehata and Iman Ghoneim) Statistical means: Descriptive statistics (mean and standard deviation) Pearson's correlation coefficient - Alpha Crown coefficient The original binary correlation coefficient Mann-Whitney test Wilcoxon test Results: In general, the results indicate that the training program based on the development of cognitive speed proved effective in improving the academic performance of slow learners.