Abstract
The study aimed to reveal the level of semantic memory among elementary stage students with learning difficulties in Jordan. The study sample consisted of (55) males and females from the fourth and fifth grades in Amman in the second semester of the academic year (2021/2022). The descriptive approach was used, a semantic memory scale was developed, and its psychometric properties were verified. Results indicated that the level of semantic memory of students with learning difficulties in the basic stage was at a high degree, and that there were no statistically significant differences at the level of statistical significance (α = 0.05) between the estimates of the study sample on all semantic memory skills due to the difference of the Gender variable. Researchers recommended conducting studies to reveal other mental processes among students with learning difficulties, such as processing information and comparing them with children without learning difficulties.
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