Purpose: Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information-Integration (II) category learning that is proposed to rely on procedural learning…

Supporting student academic success has been one of the major goals for higher education. However, low teacher-to-student ratio makes it difficult for students to receive sufficient and personalized support that they might want to. The advancement of artificial intelligence (AI) and conversational agents, such as chatbots, has provided…

The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and…

The current study evaluated preference for mode of instruction (i.e., visual or vocal) for four children diagnosed with a language-based learning disability. Each participant was an elementary student who was initially referred to a neuropsychology clinic specializing in learning disabilities. As a part of the evaluation, measures of each…

The purpose of the study was to examine the effectiveness of three remedial techniques to improve the spelling ability of students with learning disability. The three techniques, namely, TAK/v, visual orthographic method and listen, speak, read and write (LSRW) method were administered to three experimental groups, each having 13 students with…

Dyslexia is a specific learning disability in reading and writing, which requires adequate early intervention to prevent future school failure. We describe the diagnostic assessment of a 7-year-old boy labelled "dyslexic", the evaluation of his family, social, medical, developmental, and academic status as a preliminary for the design…

An informal study suggested that although auditory input affects and often interferes with learning, especially in learning disabled children, the students learn to cope with the interference. The importance of considering all learning modalities was stressed. (CL)

To determine if patterns of listening and reading skill development in mildly handicapped children differed markedly from those of non-handicapped children, 180 learning disabled (LD), educable mentally retarded (EMR), and nonhandicapped (NH) children from rural and urban settings were given the Durell Listening-Reading Series. A multivariate…

It was found that although learning disabled elementary children did more poorly than normal children at tasks involving intersensory and intrasensory matches, the psychological processes related to performance were, with one exception, similar between groups. (Author/CL)

A significant two-way input modality by output modality interaction suggested that short term memory capacity among the groups differed as a function of the modality used to present the items in combination with the output response required. (Author/CL)

To determine optimal and least effective response modes of learning disabled children, the Illinois Test of Psycholinguistic Abilities was used. Results suggest that learning disabled children may do poorly on academic tasks because they may not have enough optimal response modes, or are unable to select the appropriate one. (Author/SJL)

Sixty-eight learning disabled and reading disabled junior high school students took part in one of two experiments, both using spatially organized and randomized illustrations in an effort to measure effects of the type of illustration on recall of verbally presented prose passages. Results are discussed in terms of instructional variables for…

The effects of reinforcement contingencies on task performance of bisensory missing words were studied with two students (about nine years old): one learning disabled (LD) male with an auditory preference and one LD female with a visual preference. Reinforcement contingencies were found to control both students' performances. (Author/SEW)

Reports a study designed to determine whether students with learning problems could increase their own reading efficiency by learning through resources that complemented their perceptual strengths. Subjects were 16 children in a second grade learning disabilities class. Their reading vocabularies were improved during the perceptual program.…

Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)