The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the…

The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders." The…

High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders. Three domain-general cognitive abilities were investigated in children with RD and MD:…

The fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders" grouped specific learning disabilities in the single diagnostic category of specific learning disorder (SLD), with specifiers for impairments in reading, written expression, and mathematics. This study aimed at investigating the intellectual profile,…

Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent…

Power Spectral Fast Fourier analysis of the scalp electroencephalogram was obtained from six locations in 69 children with learning disabilities without hyperactivity and 34 control children, during baseline and while performing reading, arithmetical, and spatial tasks. Significant EEG power and percent differences for specific frequencies were…

The performance of 18 neurocognitively impaired learning disabled children (6 to 10 years old) on visual abstraction was compared to that of 20 intact learning disabled (LD) and 20 normal children. The Abstraction Test for Children was specifically developed and standardized as the measure of abstraction. (Author)

Most of 32 learning disabled children (seven to 14 years old) with neurological lateralization characteristics marked by right and left hemispheres had a normal CT (computerized tomography) scan. (CL)

The neuropsychological approach to studying learning disabilities (LD) has produced two extreme positions: the view of LD as (1) homogeneous and unitary and (2) as a pattern of unique and idiosyncratic characteristics. Resulting classification approaches for determining subtypes of the population have important implications for assessment and…

The investigation provided no evidence that a diagnosis of minimal brain dysfunction based on a pediatric neurological evaluation and/or visual-motor impairment as measured by the Bender-Gestalt, is a useful predictor of academic achievement. (Author)

The literature relating visual problems, reading, and academic difficulties with neurophysiological mechanisms shows positive interaction among these factors. Both visual-evoked response and encephalographic studies show parietal or occipitoparietal neurophysiological anomalies which can be used to discriminate between normal and disabled readers…

The Canter Background Interference Procedure of the Bender Gestalt Test and the Quick Neurological Screening Test were found to discriminate neurological/organic signs in 23 adolescent learning disabled students. Methodological problems, research needs, and implications for the use of these tests are discussed. (Author)