In this synthesis, we reviewed 65 studies involving elementary students (i.e., grades 1-5) identified with mathematics difficulty (MD) in which authors implemented a mathematics intervention. Of these studies, we identified 33 group designs, 9 quasi-experimental designs, and 23 single-case designs. We aimed to synthesize performance differences…

This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the…

The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do…

A report by N. Hobbs and his colleagues to the Department of Health, Education and Welfare concerning the effects of classifying and labeling handicapped children is summarized. (GW)

The construct validity of Boder's typology of dyslexia was investigated using quantified electroencephalography with 39 children (ages 7-11) during a reading task and at rest. Results supported beta frequency differences in anticipated regions by dyslexia subtype during the reading task. However, the direction of difference hypothesis was not…

The implications of noncategorical approaches toward exceptional children are explored as they relate to learning disabled children. (BA)

Twenty-five studies were reviewed which reported scores of 883 disabled readers, 7 to 18 years of age on subtests of the Wechsler Intelligence Scale for Children. (Author/MC)

This article is an abridged version of a British Psychological Society paper that addresses research relevant to current understanding of the notion of attention deficit hyperactivity disorder from an historical, psychological, and biological perspective. Also discusses implications for practice in the light of the information obtained. (Author/CR)

A study examined the stability over 19 months of academic subtyping classification of 80 children (ages 9 to 13) representing four subtypes of arithmetic disabilities (AD). Approximately half of the sample retained AD regardless of identification method. Children with deficits in arithmetic, reading, and spelling disabilities exhibited the…

Using cluster analysis, a study empirically divided 54 children with attention-deficit/hyperactivity disorder (ADHD) based on their Full Scale IQ and reading ability. Clusters had different patterns of cognitive, behavioral, and neurochemical functions, as determined by discrepancies in Verbal-Performance IQ, academic achievement, parent…

Reviews the methods, technologies, and operating tenets of case studies of reading disabilities completed during the late 19th and early 20th centuries. Results suggest that the assumptions of anatomical and functional modularity for cortical processes become guiding principles for diagnosing and correcting reading difficulties. (Author/CR)