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Prediction and Stability of Mathematics Skill and Difficulty
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Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M. – Journal of Learning Disabilities, 2013
The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also…
Descriptors: Mathematics Instruction, Mathematics Skills, Learning Problems, Longitudinal Studies
Working Memory in Children with Developmental Disorders
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Alloway, Tracy Packiam; Rajendran, Gnanathusharan; Archibald, Lisa M. D. – Journal of Learning Disabilities, 2009
The aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific…
Descriptors: Asperger Syndrome, Language Impairments, Short Term Memory, Developmental Disabilities
Significant Predictors of Test Anxiety among Students with and without Learning Disabilities
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Whitaker Sena, Jolyn D.; Lowe, Patricia A.; Lee, Steven W. Whitaker Sena, Jolyn D.; Lowe, Patricia A.; Lee, Steven W. – Journal of Learning Disabilities, 2007
In the present study, the relationship between students with and without learning disabilities (LD) and different aspects of test anxiety was examined on a new multidimensional measure of test anxiety. A sample of 774 elementary and secondary school students--195 students with LD and 579 students not identified with LD--completed the "Test Anxiety…
Descriptors: Anxiety, Scores, Learning Disabilities, Factor Structure
An Intervention Approach for Children with Teacher- and Parent-Identified Attentional Difficulties.
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Semrud-Clikeman, Margaret; Nielsen, Kathleen H.; Clinton, Amanda; Sylvester, Leihua; Parle, Nancy; Connor, Robert T. – Journal of Learning Disabilities, 1999
A study compared the performance of 21 children without attention-deficit/hyperactivity disorder (ADHD) and 33 children with ADHD (ages 8-12), 21 of whom participated in the initial intervention and 12 of whom received the intervention after pre- and posttesting. After completing an 18-week intervention that included attention and problem-solving…
Descriptors: Attention Deficit Disorders, Attention Span, Children, Comparative Analysis
Sustained and Selective Attention in Children with Learning Disabilities.
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Richards, Gail P.; And Others – Journal of Learning Disabilities, 1990
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…
Descriptors: Attention Control, Attention Span, Cognitive Ability, Comparative Analysis
Utility of the PASS Theory and Cognitive Assessment System for Dutch Children with and without ADHD
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Van Luit, Johannes E. H.; Kroesbergen, Evelyn H.; Naglieri, Jack A. – Journal of Learning Disabilities, 2005
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the "Cognitive Assessment System" (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group…
Descriptors: Foreign Countries, Evaluation Methods, Hyperactivity, Attention Deficit Disorders