This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample (N = 881) of youth (8-18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention,…

Handwriting and spelling problems are often associated in dyslexia. However, the nature of their association is still unclear, and most of the existing research in this area is on deep orthographies (mainly English). The extent to which findings are applicable across languages is uncertain. This article examines the effects of script…

Learning problems (LP) can have wider implications than the academic deficits per se. The goal of the present series of studies was to develop a reliable and valid quality-of-life measure targeted to children and adolescents with LP. In Study 1, using a 35-item questionnaire, we surveyed 151 parents/guardians of children referred for assessment of…

This study investigated the association of a performance-based measure of executive functioning (EF) with academic, social, and behavioral performance ratings in a convenience sample of 153 children aged 5 to 12 (78% male, 83% Caucasian) diagnosed with attention-deficit/hyperactivity disorder (ADHD). Multivariate regression showed that above and…

Several studies have reported high comorbidity for reading disability (RD) and psychiatric disorders. The aim of this study was to investigate the comorbidity of subthreshold and full psychiatric disorders with RD while comparing subgroups based on age of RD recognition (early vs. late). We analyzed data from 130 children with RD and 82 typically…

The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in Bosnian language with transparent orthography. Three main error categories were distinguished: phonological, orthographic, and grammatical errors. An analysis of error type showed 86% of phonological errors, 10% of orthographic errors, and 4%…

The dual route model (DRM) of reading suggests two routes of reading development: the phonological and the orthographic routes. It was proposed that although the two routes are active in the process of reading; the first is more involved at the initial stages of reading acquisition, whereas the latter needs more reading training to mature. A…

The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years.…

This study investigated the extent to which language skills at ages 2 to 4 years could discriminate Hong Kong Chinese poor from adequate readers at age 7. Selected were 41 poor readers (age M = 87.6 months) and 41 adequate readers (age M = 88.3 months). The two groups were matched on age, parents' education levels, and nonverbal intelligence. The…

Changes in magnitude of Muller-Lyer illusion lines between forks and arrows as a function of age were studied in 48 hyperactive and 48 nonhyperactive boys (six-nine years old).

A study involving 152 children (ages 7-13) with learning disabilities assessed the relationships between age and psychosocial functioning, and the relationships among psychosocial functioning, cognitive abilities, and academic achievement. Results found no increase in psychopathology with advancing age and clear relationships between academic…

The study examined the developmental lag hypothesis for learning disabilities by evaluating dichotic listening ability using both free recall and directed attention conditions in 24 learning disabled (LD) adults. Findings indicated LD adults showed similar deficits in lateralized selective auditory linguistic processing as children with LD. (DB)

The relationship between verbal and visual-spatial working memory and mathematical computation skill was examined in 98 children and adults with and without mathematical disabilities. A hierarchical regression analysis, when partialing for reading ability, age, and gender influences, showed mathematical computation was better predicted by verbal…

This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD…

This study examined early childhood characteristics of 82 11-year- old boys with either reading disabilities (RD) only, attention-deficit/hyperactivity disorder (ADHD) only, or both conditions. At ages 3 and 5 the RD only boys had performed poorly on measures of receptive and expressive language, whereas the RD/ADHD groups performed poorly on…