Background and Aim: Investigating factors related to spelling among students, especially in the elementary school, is of great importance, because spelling forms the basis for learning all subjects. Thus, the present study aimed to investigate the relationship between phonological awareness and spelling performance in students, considering the mediating role of working memory and processing speed.

Methods: This study was descriptive-correlational in terms of its fundamental purpose and in terms of data collection method, using structural equation modeling with a path analysis approach. The statistical population included all female students in the elementary school of District 4 of Tehran in the academic year 1401-02, of which 250 people were selected as a sample using multi-stage random cluster sampling. The data collection tools included the Spelling Learning Disability Diagnosis Test (Rahmani, 2015), the Phonological Awareness Test (Dastajerdi and Soleimani, 2000), and the Wechsler Intelligence Scale (2003). Finally, Pearson's moment correlation coefficient and structural equation model with path analysis approach were used to analyze the data using SPSS24 and Amos26 software. Also, the bootstrap method was used to test the significance of indirect paths.

Results: The findings from data analysis showed that the path coefficient of phonological awareness has a positive and significant effect on spelling performance, processing speed, and working memory (P<0.001). Also, processing speed and working memory had a direct effect on spelling performance in students (P<0.001). In addition, working memory and processing speed played a mediating role in the relationship between phonological awareness and spelling performance (P<0.001).

Conclusion: Thus, psychologists can help reduce students' spelling problems in the future by providing the necessary training to increase phonological awareness and working memory, and correct inefficient information processing speed.