Objective: The objective of the present study is to provide the Moroccan and Arab healthcare professional with a tool for assessing the Arabic language reading, adapted to their context and taking into accounts the characteristics of the Arab language structure. At the same time, to extract the essential standards of the test for Moroccan children, these standards would make it easier to detect learning disabilities related to the treatment of the written language. Method: The test was applied individually to a random sample of 116 children from different age groups ranging from seven to eleven years, these are children from different social status and different types of schools in Rabat, capital of Morocco. Our selection criterion is that the child presents no psychological tracking, speech therapy or psychomotor therapy. Results: The performance of the psychometric properties of the test, the reliability, the validity, and the standards provide efficacy the effectiveness of its application and its generalization in situations where language processing is needed. Conclusion: This test can be used by the doctor, the neuropsychologist or the speech therapist in order to be able to establish a diagnosis concerning the presence or absence of learning disabilities in relation to the treatment of written language. The diagnosis could actually lead neuropsychologists or speech therapists, in the care of children with difficulty of written language treatment.

Objective: The objective of this study is to evaluate visual discrimination in an Arabic-speaking environment and then to appreciate the contribution of its disorders in the treatment of the Arabic language written for the Arabic-speaking reader. Method: A visual discrimination measuring instrument was created and adapted based on the test of the letter sequence discrimination of the battery. The structure of the Arabic language has been taken into consideration in the design of the items (vocalization). This test was applied to an individual based on different types of children from different age groups and different types of schools in Rabat, capital of Morocco. The standard methodology for the administration of created tests has been respected. Standard statistical indices were applied to analyze the measurement results and discuss the different possible interactions. Psychometric indices, as reliability, validity and correlation indices, were applied to assess the performance of the created test. Results and conclusion: The test used, was designed, adapted and standardized to the Arabic-speaking population of Moroccan children. The results obtained were summarized in the following points: 1) The standards obtained could be applied by health professionals to assess the performance of visual discrimination in relation to reading. 2) The main factors of segregation of children (gender and type of school) have no influence on visual discrimination. 3) Vocalization slows down reading for normal readers. On the other hand, it stimulates the attention in the dyslexics. 4) The visual discrimination disorder is present in dyslexic children at 69% (two out of three children).

The present study aims to adapt and to standardize the MDRS in the Moroccan population. The Moroccan Dementia Rating Scale was adapted in Arabic and was administered to 192 younger and older individuals without cognitive deficits (96 men and 96 women) whose ages ranged from 18 to 85 years old. To investigate the impact of age and schooling, participants were classified into three levels of education, and three age categories. The results show that age and level of education strongly influenced the performance of an average of 124/144 of the MDRS subjects who were tested.

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