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Showing 1 to 15 of 29 results Save | Export
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Rong-An Jhuo; Hsien-Ming Yang; Huang-Ju Tsai; Li-Chih Wang – Journal of Learning Disabilities, 2024
Given that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their…
Descriptors: Foreign Countries, Elementary School Students, Dyslexia, Chinese
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Valdois, Sylviane; Reilhac, Caroline; Ginestet, Emilie; Line Bosse, Marie – Journal of Learning Disabilities, 2021
A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…
Descriptors: Reading Difficulties, Reading Skills, Grade 6, Phonemic Awareness
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Michel, Carine; Quercia, Patrick; Joubert, Lise – Journal of Learning Disabilities, 2019
To better identify the distinctive characteristics of space representation in the radial dimension, we have proposed a new paradigm: the landmarks alignment task where two parallel aluminum bars were radially presented. Children had to move a landmark along one bar and place it at the same location as the reference landmark placed by the examiner…
Descriptors: Foreign Countries, Spatial Ability, Children, Dyslexia
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Koen, Bobbie Jean; Hawkins, Jacqueline; Zhu, Xi; Jansen, Ben; Fan, Weihua; Johnson, Sharon – Journal of Learning Disabilities, 2018
Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual…
Descriptors: Reading Fluency, Reading Skills, Reading Difficulties, Visual Stimuli
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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
Lockiewicz, Marta; Bogdanowicz, Katarzyna M.; Bogdanowicz, Marta – Journal of Learning Disabilities, 2014
The aim of our study was to describe specific psychological resources of adults with developmental dyslexia and compare them with psychological resources of adults without developmental dyslexia. Potential differences were analyzed in visual-spatial, creative, and motivational abilities. No evidence was found for either creative, or visuospatial…
Descriptors: Developmental Disabilities, Dyslexia, Adults, Visual Perception
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Cronin, Virginia S. – Journal of Learning Disabilities, 2013
Lervag and Hulme’s neuro-developmental theory and Wolf and Bowers’s double-deficit hypothesis were examined in this longitudinal study. A total of 130 children were tested in preschool and followed through fifth grade, when 84 remained in the study. During preschool and kindergarten the participants were given tests of end-sound discrimination…
Descriptors: Elementary School Students, Child Development, Phonological Awareness, Naming
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Ram-Tsur, Ronit; Faust, Miriam; Zivotofsky, Ari Z. – Journal of Learning Disabilities, 2008
The present study investigates the performance of persons with reading disabilities (PRD) on a variety of sequential visual-comparison tasks that have different working-memory requirements. In addition, mediating relationships between the sequential comparison process and attention and memory skills were looked for. Our findings suggest that PRD…
Descriptors: Reading Difficulties, Short Term Memory, Visual Perception, Attention
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Solan, Harold A.; Shelley-Tremblay, John F.; Hansen, Peter C.; Larson, Steven – Journal of Learning Disabilities, 2007
The authors examined the relationships between reading comprehension, visual attention, and magnocellular processing in 42 Grade 7 students. The goal was to quantify the sensitivity of visual attention and magnocellular visual processing as concomitants of poor reading comprehension in the absence of either vision therapy or cognitive…
Descriptors: Grade 7, Motion, Reading Comprehension, Integrity
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Kavale, Kenneth – Journal of Learning Disabilities, 1982
A review of research examines the relationship between visual perceptual skills and reading achievement using meta-analysis to integrate statistically the results from 161 studies. It was concluded that visual perceptual skills should be included in the complex of factors predictive of reading achievement. (Author)
Descriptors: Correlation, Elementary Education, Reading Achievement, Reading Difficulties
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Lehman, Elyse B.; Brady, Kathleen McC. – Journal of Learning Disabilities, 1982
Both good and poor readers stored information indicating whether a word was heard or seen and information concerning a word's category membership. (Author)
Descriptors: Auditory Perception, Classification, Intermediate Grades, Learning Modalities
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Tiu, Rolando D., Jr.; Thompson, Lee A.; Lewis, Barbara A. – Journal of Learning Disabilities, 2003
This study tested the role of visual processing speed and IQ in reading with 124 children either with or without reading disability. Results indicated that processing speed explains a significant amount of variance in reading comprehension, as does IQ. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in…
Descriptors: Decoding (Reading), Dyslexia, Elementary Education, Intelligence Quotient
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Maginnis, George H. – Journal of Learning Disabilities, 1986
The use of a nonvisual tactual and auditory tutorial method to teach initial reading skills to 16 reading disabled children (ages 7 to 14) was evaluated. The method was shown to be less effective than sighted methods. (DB)
Descriptors: Auditory Perception, Elementary Education, Reading Difficulties, Remedial Reading
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Shafrir, Uri; Siegel, Linda S. – Journal of Learning Disabilities, 1994
This study with 47 university students having reading disabilities, 15 students with other learning disabilities, and 12 nondisabled readers found that most nondisabled subjects used a phonological rehearsal strategy for words and nonwords, whereas students with reading disabilities consistently used a strategy of visual scanning for these tasks.…
Descriptors: College Students, Decoding (Reading), Higher Education, Learning Disabilities
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Weiler, Michael David; Bernstein, Jane Holmes; Bellinger, David; Waber, Deborah P. – Journal of Learning Disabilities, 2002
This study compared children with either attention deficit hyperactivity disorder (ADHD) (n=24), reading disability (RD) (n=33), both (n=9), or controls. Children with ADHD were characterized by difficulty with a visual search task whereas children with RD had difficulty with an auditory processing task. Specifically, children with ADHD…
Descriptors: Attention Control, Attention Deficit Disorders, Auditory Perception, Cognitive Processes
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