This study investigated if developmental dyscalculia (DD) in children with different profiles of mathematical deficits has the same or different cognitive origins. The defective approximate number system hypothesis and the access deficit hypothesis were tested using two different groups of children with DD (11-13 years old): a group with…

This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary…

Analysis of personal and educational histories and test data of 33 learning disabled adults revealed that many characteristics of learning disabled youngsters described in the literature persist into adulthood. Some significant sex differences in the reasoning section of the Woodcock-Johnson Cognitive Ability Test and in math achievement are also…

The study compared ten hyperactive learning disabled (HLD) children and 10 nonhyperactive learning disabled (NHLD) children with normal children. Results indicated that both HLD and NHLD third and fourth grade children process information significantly less efficiently than nonLD children. HLD children could be differentiated from NHLD children on…

Eleven tests of reading comprehension, language skills, and cognitive processes were administered to 20 high school readers with learning disabilities and 20 controls. The variance on nonverbal tests was greater for the group with LD than for the controls; some individuals with learning disabilities performed as well as the controls. (Author/DB)

A study investigated phonological processing skills of 28 undergraduates with dyslexia. When compared to 31 controls, subjects performed significantly less well on standardized measures of reading and spelling but in the average range. Controls, however, performed significantly better on all phonological processing measures, particularly those…

Subtypes of learning disabilities based on neuropsychological, developmental, and behavioral perspectives are reviewed. A multidimensional perspective integrating aspects of all three approaches is proposed which draws a distinction between production and mediational subtypes of learning disorders and stresses an ideographic approach to assessment…

Children (N=20, age 9-12) with severe dyslexia were slower in counting from memory and naming alternating digits and letters than children with milder reading impairment. The children most disabled also had poorer phonological sensitivity, shorter digit spans, and lower verbal intelligence quotients. (Author/DB)

This study, with 19 fifth graders having learning disabilities (LD) and 20 fifth graders without LD, examined cognitive and motivational variables. Although some differences between groups were found, differences in the motivational and cognitive variables generally cut across a priori categories of children with and without LD, forming three…

A study investigated whether 32 adolescents with reading disabilities (RD) were slower at processing visual information compared to children of comparable age and reading level, or whether their deficit was specific to the written word. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual…

A study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in 111 children with and without mathematical disabilities (MD). Results found verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed…

A study used the tip-of-the-tongue (TOT) experimental paradigm in a picture naming task to explore the source of the naming deficits of 15 children (ages 8-10) with dyslexia. Compared with 15 controls, subjects showed fewer correct responses and spontaneous recalls, more TOT responses, and less accurate feeling of knowing judgments. (Contains…

Data from three studies identified the cognitive deficits associated with reading difficulties as distinct from attentional deficits. The studies found consistent cognitive deficits (especially naming and phonological awareness) associated with difficulty in reading. Deficits were consistent across samples, developmental levels, definitions, and…

Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…

This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 third-graders. Principle components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66-67 percent of…