Background: Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement "and" sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities.…

Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abilities develop spontaneously in accordance with a…

The effect of 1 or 2 year special class placement on academic achievement and intellectual functioning of 28 learning disabled children (8 to 11 years old) was investigated. The number of years in a self-contained class significantly affected arithmetic achievement. (Author)

The relationship of lateral awareness and directionality with intellectual ability, academic achievement, and age was investigated with 288 first through third grade elementary school children. With the exception of first graders, Ss were administered three tests: the Lockavitch Test for Lateral Awareness and Directionality (LTLAD), the Short Form…

Presented is a report on a cross-sectional and longitudinal study concerned with the course of intellectual development in 210 children (6-12 years old) educationally designated as brain damaged (learning disabled and/or behavior problems) and assigned to special school placement. The report is divided into four sections which focus on…

A study of highly successful men and women with reading disabilities used a developmental approach to investigate how, and under what conditions, males and females with reading disabilities develop high literacy levels and resilient self-concepts. The 60 participants in the study included a Nobel laureate, a member of the National Academy of…