Tehran University of Medical Sciences Journal of Modern Rehabilitation 2538-385X 16 3 2022 07 01 280 289 Navid Mirzakhani Iraqi Department of Occupation Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Zahra Pashazadeh Azari Department of Occupation Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Behzad Mohammadi Orangi Department of Motor Learning, School of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran. Alireza Akbarzadeh Baghban Department of Biostatistics, Proteomics Research Center, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Ebrahim Mahmoudi School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada. Saeedeh Shahriarpour Department of Occupation Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran. 2021 07 03 2021 08 08 Introduction: Identifying the contributing factors to a specific learning disorder and comparing these factors in different types of this disorder will lead to using more proper interventions in the future. Therefore, this study aimed to compare sensory processing skills and perceived motor competence between three groups of students with specific learning disabilities (reading and writing disorders, math disorders, and combination disorders). Materials and Methods: The present study was a cross-sectional descriptive-analytical study. The participants were 48 children (16 in each group, aged 8-12 years). They were selected from Chaharmahal and Bakhtiari Province, Iran, by the simple convenience sampling method. The participants’ sensory processing was measured with sensory profile 2 and their perceived motor competency with Marsh perceived motor competence questionnaire. Results: The results showed a significant difference between the three groups in the sensory sensitivity, low registration sensory patterns and processing of tactile, and body position senses (P <0.05). However, no significant differences were observed between groups in other components of sensory processing and perceived motor competence (P> 0.05). Conclusion: The results indicate that therapeutic interventions in the group with reading and writing disorders should focus on increasing sensory registration and processing of tactile and body position senses and reducing sensory sensitivity in the mathematical group. https://jmr.tums.ac.ir/index.php/jmr/article/view/492