This study investigated the relationship between reading comprehension (RC), trait anxiety, and preoccupation with reading disability (RD) in 88 school children in Grades 3 through 5 and in their mothers. Children's trait anxiety had a significant direct negative relationship with RC and also mediated the association between preoccupation with RD…

The aim of our study was to describe specific psychological resources of adults with developmental dyslexia and compare them with psychological resources of adults without developmental dyslexia. Potential differences were analyzed in visual-spatial, creative, and motivational abilities. No evidence was found for either creative, or visuospatial…

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor's studies and had Dutch as mother tongue. Three…

Whether the simple view of reading (SVR) as incorporated in the componential model of reading (CMR) is applicable to other orthographies than English was explored in this study. Spanish, with transparent orthography and Chinese, with opaque orthography were selected because of their diverse characteristics. The first part reports a study of…

In this study, the authors compared the results of a coping measure completed by 98 seventh through ninth grade students who were assessed as having learning disabilities with published means from the general Australian student population. The "Adolescent Coping Scale" was the measure used. The results suggested higher use by students…

A study involving 152 children (ages 7-13) with learning disabilities assessed the relationships between age and psychosocial functioning, and the relationships among psychosocial functioning, cognitive abilities, and academic achievement. Results found no increase in psychopathology with advancing age and clear relationships between academic…

One hundred learning disabled (LD) and 118 nondisabled children (six-13 years old) participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. (Author/CL)

The Wechsler Intelligence Scale for Children-Revised profiles of 30 "uneven gifted" children (mean age 10 years) were examined to assess strengths and deficits as well as scatter. (Author)

Scores of 14 percent of 103 learning disabled eight- to 13-year-olds on the Children's Depression Inventory were at or above the critical cutoff. Comparison of most versus least depressed Ss revealed that the former were lower in self-esteem, oversensitive, and shared traits associated with neuroticism. (Author/CL)

The importance of understanding individual differences in learning styles and temperament for developing special education programs is considered in the context of K. Lewin's theories of the interaction between behavior, personality, and environment. (DB)

Data on the relatively high prevalence of learning disabilities among populations of delinquents are presented, and three explanatory hypotheses are examined in the context of the research literature: the susceptibility hypothesis, the school failure hypothesis, and the differential treatment hypothesis. A multifactorial explanation is offered.…

This paper comments on the incidence of adopted children exhibiting emotional disturbances and their resulting overrepresentation in special education programs. It is felt that the independence demanded of the adolescent and the lack of genetic expectancy trigger the awakening of psychological insecurities in the adopted child. (JDD)

The process that should determine the selection procedures for learning disability specialists is conceptualized. Some qualities identified as specifically related to special education include optimism, internal power, ego strength, internal organization, insight, and empathy. (Author/DB)

Comparison of 31 elementary grade boys with learning disabilities and 52 boys with behavior disorders who either did or did not also display hyperactive behavior found significant differences between groups on the Classroom Behavior Inventory in three areas: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus…

When temperament, self-concept, and locus of control were compared among learning-disabled (N=38) third- through sixth- graders and matched peers, a multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility, partially supporting the characterization of learning-disabled students as…