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Working Memory in Children with Learning Disabilities in Reading versus Spelling: Searching for Overlapping and Specific Cognitive Factors
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Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus – Journal of Learning Disabilities, 2015
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have…
Descriptors: Foreign Countries, Elementary School Students, Children, Learning Disabilities
Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability
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Geary, David C.; Hoard, Mary K.; Bailey, Drew H. – Journal of Learning Disabilities, 2012
Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…
Descriptors: Learning Disabilities, Mathematics Achievement, Achievement Tests, Short Term Memory
Simultaneous and Successive Processing in Reading Disabled Children.
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Kirby, John R.; Robinson, Gregory L. W. – Journal of Learning Disabilities, 1987
Evaluation of simultaneous and successive information processing skills, language and reading processes, and reading achievement of 105 reading disabled children (ages 7 to 15 years) indicated that subjects tended to employ simultaneous processing in reading tasks normally requiring successive processing. (Author/DB)
Descriptors: Cognitive Processes, Elementary Secondary Education, Reading Ability, Reading Achievement
ADHD and Reading Disabilities: A Cluster Analytic Approach for Distinguishing Subgroups.
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Bonafina, Marcela A.; Newcorn, Jeffrey H.; McKay, Kathleen E.; Koda, Vivian H.; Halperin, Jeffrey M. – Journal of Learning Disabilities, 2000
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…
Descriptors: Academic Achievement, Aggression, Attention Deficit Disorders, Children
Central Auditory Processing Ability in Children with ADHD with and without Learning Disabilities.
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Gomez, Rapson; Condon, Margaret – Journal of Learning Disabilities, 1999
A study examined central auditory processing ability of 15 children with attention-deficit hyperactivity disorder (ADHD), 15 children with ADHD and learning disabilities (LD), and 15 controls. Results indicated lower central-auditory-processing ability and significant correlations between reading and ADHD and reading and…
Descriptors: Attention Deficit Disorders, Auditory Perception, Children, Cognitive Processes
Information-Processing Patterns in Specific Reading Disability.
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Watson, Catherine; Willows, Dale M. – Journal of Learning Disabilities, 1995
This study investigated specific processing strengths and weaknesses among 75 readers, ages 6-10, with no oral language deficits. Unsuccessful readers of different ages showed similar information processing patterns, and differed from successful first-grade readers on short-term auditory/working memory and decoding/encoding. Three potential…
Descriptors: Age Differences, Classification, Cognitive Processes, Decoding (Reading)
EEG Power Spectra of Children with Dyslexia, Slow Learners, and Normally Reading Children with ADD during Verbal Processing.
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Ackerman, Peggy T.; And Others – Journal of Learning Disabilities, 1994
Electroencephalographic (EEG) power spectra were studied in two poor reader groups (dyslexia and slow learning) and a normal reading group with attention deficit disorder (ADD). In correlational analyses, the combination of greater low beta and less theta power significantly predicted better reading and spelling. Results suggest adequate readers…
Descriptors: Attention Deficit Disorders, Cognitive Processes, Dyslexia, Electroencephalography