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Direct linkDing, Yi; Richman, Lynn C.; Yang, Ling-yan; Guo, Jian-peng – Journal of Learning Disabilities, 2010
The purpose of this study was to evaluate rapid automatized naming skills (RAN) and immediate memory processes in 243 Chinese Mandarin-speaking elementary readers (ranging from Grade 1 to Grade 5). For RAN subtests, the mean naming time decreased monotonically with grade level in good and average readers, and a similar trajectory was found in poor…
Descriptors: Cues, Speech Communication, Reading Difficulties, Disabilities
Protopapas, Athanassios; Skaloumbakas, Christos – Journal of Learning Disabilities, 2007
In this study, we examined the characteristics of reading disability (RD) in the seventh grade of the Greek educational system and the corresponding diagnostic practice. We presented a clinically administered assessment battery, composed of typically employed tasks, and a fully automated, computer-based assessment battery that evaluates some of…
Descriptors: Foreign Countries, Computer Assisted Testing, Grade 7, Reading Difficulties
Peer reviewedEvans, Henryka M.; Seymour, Philip H. K. – Journal of Learning Disabilities, 1999
An assessment of foundation processes was administered to 51 Scottish children with reading difficulties and to 56 reading-level-matched controls. Results suggested the foundation is in place by the reading age of 7 years and that foundation-level dyslexia is identifiable in children with reading difficulty whose reading ages fall below this…
Descriptors: Children, Clinical Diagnosis, Disability Identification, Dyslexia
Peer reviewedReason, Rea – Journal of Learning Disabilities, 1999
This article is an abridged version of a British Psychological Society paper that addresses research relevant to current understanding of the notion of attention deficit hyperactivity disorder from an historical, psychological, and biological perspective. Also discusses implications for practice in the light of the information obtained. (Author/CR)
Descriptors: Attention Deficit Disorders, Children, Classification, Educational History
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
Peer reviewedMalcolm, Christine B.; And Others – Journal of Learning Disabilities, 1990
A self-referred and agency-referred sample of 80 adults from London, Ontario, considered to have learning disabilities, completed the Intake Questionnaire. Results indicated a profile that is predominantly male, aged 21-40, with a history of early academic difficulties, communication and organization skill deficits, and higher unemployment rates…
Descriptors: Adults, Elementary Secondary Education, Employment, Evaluation Methods
