The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders." The…

Purpose: The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. Method: One hundred eighty-five students with LD (n = 53) or normal language development (ND, n =…

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…

This study examined math growth trajectories by disability category, gender, race, and socioeconomic status using a nationally representative sample of students ages 7 to 17. The students represented 11 federal disability categories. Compared with the national norming sample, students in all 11 disability categories had lower math achievement…

Test scores of two groups of learning disabled children (N=63 and N=96) were submitted to cluster analysis in an attempt to replicate previously described subtypes. All three subtypes (visuo-perceptual, linguistic, and articulo-graphomotor types) were identified along with minimally and severely impaired subtypes. Similar clusters in the same…

This study sought to identify clusters or subtypes of children with learning disabilities (LD, n=24) and brain damage (BD, n=36) using a neuropsychological battery. Five clusters were determined, but no one cluster was composed exclusively of LD or BD subjects. Significant qualitative and quantitative differences between clusters were found.…

This study examined the effects of systematic instruction emphasizing phonological awareness using three groups of readers (single deficit, double deficit and no deficit) aged 6:6 to 9:3. Twenty nine subjects identified with language-based learning deficits were assigned to a group based on assessment of phonological core deficit areas. After nine…

Explores the responses of teachers and parents to a trial of 'cluster grouping' (gifted students grouped together in a mixed ability class) as a model to meet the needs of exceptional students in a junior secondary school. Identifies factors impacting the school's Cluster Group Project. Discusses the results. (CMK)

Linguistic and perceptual tests were administered to learning disabled readers (LDR) and normal readers (NR). Results found six LDR subgroups all significantly different. Differences were found among the six LDR subgroups on measures of oral reading, reading comprehension, and spelling skills, but not on family history and developmental…