The current study aimed to identify the level of cognitive representation of information and verbal and conceptual cognitive styles among a sample of fifth year primary students with reading comprehension difficulties and their typical peers. To fulfill these objectives, the scale of cognitive representation of information and the scale of verbal and conceptual cognitive style were adopted after verifying their psychometric features. They were applied to a sample of 100 male and female students from public schools affiliated with the Ministry of Education, relying on the descriptive comparative approach. After collecting and statistically processing the data using appropriate statistical methods, the results showed: o A low level of cognitive representation of information among students with reading comprehension difficulties. o The nature of the verbal and conceptual cognitive style among students with reading comprehension difficulties. o A high level of cognitive representation of information among the typical sample. o A high level of verbal and conceptual cognitive style among the typical sample. o There were no statistically significant differences in the cognitive representation of information scale and the verbal and conceptual cognitive style scale between individuals with reading comprehension difficulties. o There was a statistically significant relationship between cognitive representation of information and verbal and conceptual cognitive style among individuals of the sample.

Cognitive representation of information, verbal and conceptual cognitive style, reading comprehension.