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Peer reviewedDas, J. P.; And Others – Journal of Learning Disabilities, 1994
Elementary children (n=112) comprising average IQ, high IQ, dyslexic, and normal readers were administered measures of planning, attention-arousal, simultaneous and successive processing, phonemic segmentation, and nonverbal IQ. Cognitive tasks differentiating dyslexic from normal readers were the successive processing tasks and two tasks of…
Descriptors: Articulation (Speech), Attention Control, Cognitive Processes, Decoding (Reading)
Peer reviewedJimenez, Juan E.; Ortiz, Maria del Rosario; Rodrigo, Mercedes; Hernandez-Valle, Isabel; Ramirez, Gustavo; Estevez, Adelina; O'Shanahan, Isabel; Trabaue, Maria de la Luz – Journal of Learning Disabilities, 2003
A study assessed whether the effects of computer-assisted practice on visual word recognition differed for 73 Spanish children with reading disabilities with or without aptitude-achievement discrepancy. Computer-assisted intervention improved word recognition. However, children with dyslexia had more difficulties than poor readers during…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Dyslexia, Elementary Education
