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Neurocognitive Predictors of Reading Outcomes for Children with Reading Disabilities
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Frijters, Jan C.; Lovett, Maureen W.; Steinbach, Karen A.; Wolf, Maryanne; Sevcik, Rose A.; Morris, Robin D. – Journal of Learning Disabilities, 2011
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…
Descriptors: Reading Difficulties, Intelligence Quotient, Intervention, Phonology
Electrophysiological Correlates of Dyslexic Subtypes.
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Flynn, Jane M.; And Others – Journal of Learning Disabilities, 1992
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…
Descriptors: Brain Hemisphere Functions, Children, Classification, Construct Validity
Below-Average, Average, and Above-Average Readers Engage Different and Similar Brain Regions while Reading
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Molfese, Dennis L.; Key, Alexandra Fonaryova; Kelly, Spencer; Cunningham, Natalie; Terrell, Shona; Ferguson, Melissa; Molfese, Victoria J.; Bonebright, Terri – Journal of Learning Disabilities, 2006
Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP…
Descriptors: Females, Males, Reading Skills, Brain Hemisphere Functions
Research Needs in Learning Disabilities: A Neurologist's Point of View
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Denckla, Martha Bridge – Journal of Learning Disabilities, 1973
Descriptors: Classification, Exceptional Child Education, Hyperactivity, Language Handicaps
Clinical Syndromes in Learning Disabilities: The Case for "Splitting" vs. "Lumping"
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Denckla, Martha Bridge – Journal of Learning Disabilities, 1972
The variety of separate syndromes which present themselves to the clinician are said to belie any unitary statement about the child with minimal brain dysfunction. (Author)
Descriptors: Classification, Clinical Diagnosis, Exceptional Child Education, Identification
Creeping Reification: Functional Versus Symptomatic Treatment in the Diagnosis "Minimal Brain Dysfunction"
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Hilsheimer, George von – Journal of Learning Disabilities, 1973
The term minimal brain damage is evaluated in the light of several experiments on about 200 adolescents: no treatment in a democratic children's community; the effect of psychic energizers; electrosleep; biofeedback training for alpha wave desynchronization; deconditioning of phobias; and nutritional/medical treatment. (Author)
Descriptors: Adolescents, Classification, Drug Therapy, Educational Diagnosis
Neurolinguistic Differentiation of Children with Subtypes of Dyslexia.
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Masutto, Cristina; And Others – Journal of Learning Disabilities, 1994
This study of 38 right-handed children (age range 90 to 201 months) with dyslexia found characteristic patterns of organization of intellectual functions, of hemispheric specialization, and of reading errors in the subtypes, identified as linguistic dyslexia, perceptual dyslexia, and mixed dyslexia. (DB)
Descriptors: Brain Hemisphere Functions, Classification, Dyslexia, Error Patterns
Cluster Analysis of Children and Adolescents with Brain Damage and Learning Disabilities Using Neuropsychological, Psychoeducational, and Sociobehavioral Variables.
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Williams, Dorothy L.; And Others – Journal of Learning Disabilities, 1992
The Conners Rating Scale was used to identify psychoeducational, neuropsychological, and sociobehavioral variables in attempting to define subtypes within a population of 95 children (mean age 10.6 years) with learning disabilities (LD) or documented brain damage. Results supported the sociobehavioral component in LD subtyping and parallels…
Descriptors: Behavior Patterns, Behavior Problems, Classification, Elementary Secondary Education