Introduction: When the student joins primary school at the age of five, he is ignorant of the nature of school life and faces many problems and difficulties in terms of school integration and receiving school knowledge and culture. His personality shapes his habits, tendencies, tendencies, and preparations, and determines the paths of physical, social, mental, psychological and emotional growth as much as the surrounding environment provides him with. (Reading) is one of the communication skills on which many learning skills are built, and its mastery helps the student to acquire the sciences, knowledge and skills that the school, family, and society seek to impart to the individual, and helps the student to communicate with members of his community better, and any weakness, Or impairment in (reading) followed by impairment in other learning and communication skills. Despite the importance of learning to read, there are students who cannot learn to read or write for many reasons, perhaps including: the phenomenon of dyslexia, which some call a “developmental reading disorder,” dyslexia or what is also termed dyslexia, one of the most famous Special learning difficulties and the most interest of scholars and educators, because reading is one of the most important basic skills on which all instructions in all academic subjects are built, and without it, the learner cannot move forward in his educational career. Also, the presence of students suffering from dyslexia in the classroom would affect the general level of students, and waste a lot of time and effort in dealing with a phenomenon that is not known much in school circles. Psychologists were interested in a set of skills that control and control our thoughts and actions called (executive functions). The cognitive revolution began at the beginning of the fifties of the last century through some writings such as Broad Bent’s book on (perception and communication) that introduced a new psychology that relied on knowledge of the flow of information starting from sensory sources Until the response appears. The entrances to information processing were reviewed at the beginning of the seventies and the beginning of the eighties, and these reviews included the emergence of the so-called supervision systems that regulate the flow of information and control behavior, and the most important models that emerged as a result of these references: the Badley model of working memory, and the concept of executive functions is due to a control and management system that works on Facilitating the use of our cognitive functions in order to control the complex tasks of our daily lives. Executive functions are those processes that drive relatively simple thoughts, movements, and actions in goal-directed behaviour. Executive functions are considered among the necessary cognitive abilities necessary to perform the appropriate activity with sufficient physical activity and mental ability to complete the components of this activity, and the individual’s automatic expression of the process of control or the sequence of control operations as an acceptable response to the change in the goal in the task of processing information, and includes many processes that help in the organization Self-control of behavior, including planning, decision-making, goal setting, judgment issuance, and monitoring of the sequence of behavior during performance. The interest in executive functions has increased as a result of researches showing that executive functions are involved in many developmental disorders and mental illnesses, and proper growth is necessary for executive functions as it helps and contributes to the growth of students’ social competence and academic and social readiness to enter school. From a clinical perspective, there is a partial understanding of executive functions as being They play an essential role in an individual's ability to function independently at home, at school or in professional situations. Sensory processing disorder may be due to many of the emotional symptoms that the child is exposed to, including his immaturity in terms of emotional, which makes him not self-reliant and unable to take responsibility, and to be very shy, which keeps him away from all aspects of classroom and non-classroom activities carried out by his colleagues. Problem of the study: The problem of the study can be formulated in the following questions: 1) What is the relationship between dyslexia and specific language delay among primary school students? 2) What is the relationship between dyslexia and sensory processing disorder among primary school students? 3) What is the relationship between dyslexia and executive functions among primary school students? 4) What are the differences between male and female primary school pupils in dyslexia? 5) What is the best structural model for some variables related to dyslexia among primary school students? Objectives of the study: The study aims to: 1. The relationship between dyslexia and specific language delay among primary school students. 2. The relationship between dyslexia and sensory processing disorder among primary school students. 3. The relationship between dyslexia and executive functions among primary school students. 4. Differences between male and female primary school pupils in dyslexia 5. The best structural model for some variables related to dyslexia among primary school students. The importance of the study: Within the limits of the researcher’s knowledge, there were shortcomings in some Arab studies that dealt with the direct correlation between dyslexia, specific language delay, sensory processing disorder and executive functions, which confirms the importance of the study, as it is divided into: The importance of the study is divided into: A: In theory: 1) Introducing the concept of dyslexia, specific language delay, sensory processing disorder and executive functions. 2) Knowing the relationship between important variables, one of the most important terms in positive psychology are: dyslexia, specific language delay, sensory processing disorder, and executive functions. 3) Introducing the importance of studying the reduction of dyslexia, which has a significant impact on the behavior of individuals, as it serves as a barrier that protects people from falling into the temptations of life. B: Secondly: 1) The importance of the stage covered in the study, which is the childhood stage. 2) The results of the study may draw attention to dyslexia, specific language delay, sensory processing disorder, and executive functions among primary school students. 3) Benefiting from the results of the study in knowing the effect of dyslexia on the perception of primary school students of specific language delay, sensory processing disorder, and executive functions. Hypotheses of the study: 1) There is a statistically significant correlation between dyslexia and the specific language delay among students. 2) There is a statistically significant correlation between dyslexia and sensory processing disorder among students. 3) There is a statistically significant inverse relationship between dyslexia and the executive functions of students. 4) There are statistically significant differences between male and female primary school students in dyslexia. 5) There are direct and total causal structural effects of the relationships between dyslexia as a dependent variable, and specific language delay, sensory processing disorder, and executive functions as independent variables. The limits of the study: The present study is determined by the following parameters: 1- Methodological determinants, including: A. Study Methodology The current study relied on the descriptive approach in order to verify the structural model of some variables associated with dyslexia among primary school students. B - Sample of the study: The study sample consisted of a group of students with dyslexia, their ages ranged between (10-12) years, and their number was (100) children.. C. Study Tools: The study tools are: dyslexia scale, specific language delay scale, sensory processing disorder scale, and executive functions scale. D- Statistical Methods Used in the Study The t-test and Pearson's correlation coefficient, arithmetic mean, standard deviation, exploratory and confirmatory factor analysis were used through the statistical software package for the social sciences known as SPSS. AMOS 26. 2. Spatial determinants: The tools of the current study were applied in Al-Hurriya Primary School in Zagazig City, Sharkia Governorate. 3- Time Limits: The tools of the current study were applied in the academic year 2021-2022. Results of the study: The results of the present study can be summarized in the following specific points: 1) There is a statistically significant correlation at level (0.01) between dyslexia and specific language delay among students. 2) There is a statistically significant correlation at level (0.01) between dyslexia and sensory processing disorder among students. 3) There is a statistically significant inverse relationship at level (0.01) between dyslexia and executive functions of students. 4) There are statistically significant differences at level (0.01) between male and female primary school students in dyslexia, in favor of females. 5) There are direct and total causal structural effects of the relationships between dyslexia as a dependent variable, and specific language delay, sensory processing disorder, and executive