Today, children of all ages experience rigorous career preparation as part of their education. School systems strive to implement mandated standards to help students excel in standardized testing and gain necessary skills for future job opportunities. In this worthwhile pursuit, many creative school programs such as art and music are deemed…

Classroom behavior is a source of anxiety, stress, and distraction for many teachers and is a key reason teachers give for leaving the profession. This often raises questions regarding the extent to which teacher preparation programs and initial teaching placements prepare pre-service teachers for working with students who display challenging…

The Woodcock-Johnson-Fourth edition (WJ IV; Schrank, McGrew, & Mather, 2014a) and the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V; Wechsler, 2014) are two of the major tests of cognitive abilities used in school psychology. The complete WJ IV battery includes the Woodcock-Johnson IV Tests of Cognitive Abilities (Schrank,…

Deaf and hard-of-hearing (DHH) children typically lag behind hearing age-mates in academic achievement. This paper describes recent findings indicating language and cognitive differences between DHH and hearing students that appear to explain some of their classroom challenges. There is currently only limited evidence with regard to the…

Epilepsy is one of the most common neurological disorders in children, and it has been associated with an increased risk of cognitive, psychiatric, and learning problems. Although side effects of antiepileptic drugs (AEDs) have been long studied in adults, an understanding of how they manifest in children is only beginning to emerge. Careful…

We previously reported a meta-analysis of explicit memory studies in populations with intellectual disability (ID). The current study discusses the educational implications of this meta-analysis. The main factors at the core of these implications can be divided into two categories: those related to task characteristics (e.g., depth of processing,…

Williams syndrome is a rare neurodevelopmental disorder caused by deletion of approximately 25 genes on chromosome 7q11.23. Children with the syndrome evidence large individual differences in both broad language and reading abilities. Nevertheless, as a group, children with this syndrome show a consistent pattern characterized by relative…

The ability to compute, problem solve, and apply concepts and skills in mathematics influences multiple decisions in our lives. The National Research Council (1989) reported that mathematics is especially evident in our technology-rich society, where number sense and problem solving skills have increased the importance and demands of advanced…

An acronym, a word formed from the first letters of other words, is often used to name products or organizations. For example, when Hermione Granger, a very clever student at Hogwarts School of Witchcraft and Wizardry, is enraged over the wizarding world's treatment of house-elves, she creates an organization to help put an end to this injustice.…

Describes a study that provides further evidence for differentiating between memory for meaningful and for nonmeaningful material in the context of language proficiency, suggesting that foreign language teachers with a good memory have no guarantee of proficiency in language learning. (CB)

Down syndrome is the most prevalent cause of intellectual impairment associated with a genetic anomaly, in this case, trisomy of chromosome 21. It affects both physical and cognitive development and produces a characteristic phenotype, although affected individuals vary considerably with respect to severity of specific impairments. Studies…

A comprehensive neurodevelopment evaluation technique known as PEERAMID is recommended for pediatricians in the evaluation of learning disabilities. This multifaceted system assesses the learning process individually, analyzing: minor neurological indicators, fine and gross motor function, language ability, temporal-sequential organization,…

Language and reading outcomes at 13 years of age were examined in 28 children identified at 24 to 31 months as late talkers, all of whom came from middle--to upper-class socioeconomic status (SES) families and had normal nonverbal ability and age-adequate receptive language at intake. Late talkers were compared with a group of 25 typically…

The difficulties experienced by deaf parents' hearing children (n=10) as they approached puberty were studied and compensatory education programs sought for them through residential and regular schools. The children exhibited conversational difficulties, memory problems, reasoning difficulties, and poor language comprehension. Children's…

The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track…