The study found that the Kaufman Assessment Battery for Children (K-ABC) was valid in predicting reading, mathematics, and written expression for Black, Hispanic, and White male students referred for special education services. The K-ABC scores were not valid predictors, however, of written language achievement for referred females. (Author/DB)

Among conclusions of the review of the literature are that learning-disabled (LD) females have lower IQ's and more severe academic achievement deficits in some aspects of reading and math, but are somewhat better in visual-motor abilities, spelling, and written language mechanics than LD males. (Author/DB)

Compared to classmates with low and average reading achievement, 32 intermediate-grade students with learning disabilities (LD) had lower peer acceptance, lower feelings of self-worth, fewer positive nominations, and more negative self-perceptions regarding social acceptance. Different patterns of social and behavioral functioning distinguished LD…

Measurement of cognitive abilities using the Inventory of Piaget's Developmental Tasks of 94 learning disabled fourth- and fifth-grade children found that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability. No sex differences were found. (Author/DB)

Four groups of 7- to 10-year-old girls (N=37), who were either (1) hyperactive, (2) reading disabled, (3) hyperactive and reading disabled, or (4) solely attention disordered, were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Among findings were significant sex differences across…

A comparison of cognitive, academic, and linguistic profiles for 74 learning-disabled students and 37 nondisabled college students found significant differences in reading, writing, listening, and speaking achievement. No significant differences were found for gender or Verbal-Performance split in cognitive ability. Instruments used showed similar…