The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children…

The purpose of this article is to shed light on the state of gifted education in Lebanon and to describe the efforts underway to establish programs for gifted learners in the country. The article starts with a description of the Lebanese system of education followed by research conducted in Lebanon on an instrument called Discovering Intellectual…

This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire…

The dual route model (DRM) of reading suggests two routes of reading development: the phonological and the orthographic routes. It was proposed that although the two routes are active in the process of reading; the first is more involved at the initial stages of reading acquisition, whereas the latter needs more reading training to mature. A…

The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11- to 13-year-old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report…

Through a review of the literature on mathematical learning disabilities (MLD) and low achievement in mathematics (LA) we have proposed a model classifying mathematical skills involved in learning mathematics into four domains (Core number, Memory, Reasoning, and Visual-spatial). In this paper we present a new experimental computer-based battery…

Results of two studies using the Esper paradigm to determine development of rule application and discovery are reported. Subjects learned and generalized when rule and structure were provided, but there was little evidence of rule discovery. Manipulations of memory and attention facilitated learning, but only attention facilitated rule discovery.…