Purpose: Developmental dyslexia is proposed to involve selective procedural memory deficits with intact declarative memory. Recent research in the domain of category learning has demonstrated that adults with dyslexia have selective deficits in Information-Integration (II) category learning that is proposed to rely on procedural learning…

Though several studies have been undertaken to explore the correlates of academic achievement, there is a dearth of studies relating to the cognitive profiles of children who show marked discrepancies between their cognitive potential and actual academic achievement. The present study was undertaken in this context. The study was conducted on a…

In order to address the problem of the underlying mechanism of mathematics learning disability (MLD), in the current research, we investigated the visual and auditory perceptions of elementary school children with visual and auditory MLD from the first to fourth grade. We found that children with visual mathematics learning disability (VMLD) and…

Purpose: A normative study using the Multiple Auditory Processing Assessment--2 (MAPA-2; Schow et al., 2018) was recently completed. With access to these data, the authors extend that work and support a definite construct for auditory processing disorder (APD). The goal here is to examine MAPA-2 reliability and validity (construct, content, and…

Children with learning disabilities can be as sharp as their peers; however, they may find it challenging to write, read, reason out information, spell things correctly, or process information. Due to this, it is critical for students to understand the ways of learning that suit them the best. They may not be aware of the different ways they can…

Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly…

Objective: To investigate possible relationships between symptoms of ADHD and of learning disorder (LD) in a population geographically, culturally, and linguistically distinct from previous studies. Method: The authors evaluated a cross section of 834 Colombian schoolchildren for childhood neurological pathologies on the basis of a medical…

This study tested if children with specific language impairment (SLI) or children with specific reading disability (SRD) have abnormal brain responses to sounds. We tested 6- to 12-year-old children with SLI (N = 19), children with SRD (N = 55), and age-matched controls (N = 36) for their passive auditory event-related potentials (ERPs) to tones,…

Few studies have examined the ability of individuals with learning disabilities, in general, or with Down syndrome, specifically, to discriminate speech. The purpose of this study was compare the speech discrimination abilities of eight children with Down syndrome (aged 5.7 to 12.8 years) to seven nonverbal mental-age matched controls (aged 4.0 to…

The study investigated the prevalence of middle ear effusion (conductive hearing loss) in 32 school aged children found to have auditory learning disabilities. Results indicated a systematic relationship between auditory learning disability and middle ear effusion. (DB)

This study compared the speech-in-noise perception abilities of children with (n=63) and without (n=36) learning disabilities (LD) when either speaking style (conversational vs. clear) or signal-to-noise ratio was varied. Children with LD had poorer overall sentence-in-noise perception. The clear speech condition was sufficient to improve some LD…

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)

This study evaluated the ability to process auditory temporal-envelope cues in six children with dyslexia and two groups of six each normal control children and adults. Children with dyslexia showed poorer reception of voicing, manner, and place of articulation for unprocessed speech and poorer reception of voicing for "speech-envelope noise."…

A comparative study of nonverbal MA matched groups of five autistic, five aphasic, five normal and five retarded children (3 to 16 years old) was made on an auditory-visual and a visual-visual paired-associate learning task. (Author)