The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as "higher order comorbidity" (reading comprehension and word-problem solving…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

Sustained and selective attention among 30 fourth- through sixth-graders with learning disabilities (LD) and 20 controls was compared. Results indicated that LD students are less able to narrow their attention and also have slower information-processing skills, despite similar ability between groups for sustaining attention and inhibiting…

Disorders of attention, memory, and executive function are common sequelae of traumatic brain injuries in children. Intervention usually involves externally focused interventions aimed at changing the environment to minimize the dysfunction; internally focused interventions aimed at improving the underlying cognitive ability; or compensatory…

Comparison of eight-year-old children with attention deficit hyperactivity disorder (ADHD) (n=21), learning disorder (LD) (n=12), or both (n=27) on neuropsychological measures found that ADHD children were impaired in control and inhibition of impulses; children with LD in phonological awareness, verbal memory span, storytelling, and verbal IQ;…