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Stability of Learning Disabilities, Cognitive Growth, and L1 in English Learners: A Latent Class and Transition Analysis
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Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania D. – Journal of Educational Psychology, 2023
This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures…
Descriptors: Learning Disabilities, Students with Disabilities, English (Second Language), Spanish Speaking
The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability
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Cowan, Richard; Powell, Daisy – Journal of Educational Psychology, 2014
Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…
Descriptors: Elementary School Mathematics, Mathematics Skills, Learning Disabilities, Elementary School Students
A Canonical Correlation Analysis of the Wechsler Intelligence Scale for Children--Revised and the Woodcock-Johnson Tests of Cognitive Ability in a Sample Referred for Suspected Learning Disabilities.
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Estabrook, Graydon E. – Journal of Educational Psychology, 1984
Three significant canonical correlations were obtained from the analysis of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) to examine test overlap with a sample of suspected learning disabled children. Results indicate a substantial portion of the variance is independent.…
Descriptors: Cognitive Tests, Elementary Education, Factor Structure, Learning Disabilities
Processing Deficiencies of Learning-Disabled Children Who Perform Poorly on the Digit Span Test.
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Houck, D. Griffith; Torgesen, Joseph K. – Journal of Educational Psychology, 1980
Reasons for poor performance on the Digit Span subtest of the Wechsler Intelligence Scale for Children-Revised were examined, using learning disabled (LD) children who performed poorly on the test, LD children who performed normally, and average children. One LD group was unable to establish mnemonic codes for familiar auditory stimuli.…
Descriptors: Auditory Stimuli, Cognitive Processes, Intelligence Tests, Intermediate Grades