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West, Gillian; Vadillo, Miguel A.; Shanks, David R.; Hulme, Charles – Developmental Science, 2018
Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non-verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8-year-old…
Descriptors: Dyslexia, Language Impairments, Young Children, Verbal Learning
H. Lee Swanson; Catherine M. Lussier; Michael J. Orosco – Journal of Learning Disabilities, 2015
This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…
Descriptors: Cognitive Style, Learning Strategies, Short Term Memory, Problem Solving
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Nyden, Agneta; Niklasson, Lena; Stahlberg, Ola; Anckarsater, Henrik; Dahlgren-Sandberg, Annika; Wentz, Elisabet; Rastam, Maria – Research in Autism Spectrum Disorders, 2010
Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates…
Descriptors: Autism, Asperger Syndrome, Learning Disabilities, Verbal Learning
Chaiklin, Seth; Greeno, James G. – 1981
The uses of verbal rules in solving arithmetic problems are presented. Thirty-six problems were used in individual testing of five students who were enrolled in a remedial mathematics course at a community college. Two or three weeks prior to the individual exams, the students had been tested in their class on the material. The study indicated…
Descriptors: Arithmetic, Basic Skills, Cognitive Processes, College Mathematics
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Wood, Dorothy Ann; And Others – Journal of Learning Disabilities, 1993
This study, involving 9 students (ages 8-11) with learning disabilities, found that 1 session of self-instruction training was not sufficiently powerful for students to learn a strategy for solving arithmetic problems, but a second session and access to tape-recorded cues resulted in improved performance. Effects did not generalize to student…
Descriptors: Arithmetic, Audiotape Recordings, Autoinstructional Aids, Cues