Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Communication Disorders… | 1 |
| Gifted and Talented… | 1 |
| International Journal for… | 1 |
| Learning Disability Quarterly | 1 |
| Psychology in the Schools | 1 |
| Scottish Educational Review | 1 |
| South African Journal of… | 1 |
Author
| Al-Hroub, Anies | 2 |
| Campbell, Nicole G. | 1 |
| Coetzee, Dané | 1 |
| Forness, Steven R. | 1 |
| Hugo, Rene | 1 |
| Kavale, Kenneth A. | 1 |
| Kruger, Johann J. | 1 |
| Kruger, Retha J. | 1 |
| Magowan, S. A. | 1 |
| Pienaar, Anita E. | 1 |
| Wallbrown, Fred H. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Information Analyses | 2 |
Education Level
| Elementary Education | 3 |
Audience
Location
| Jordan | 2 |
| South Africa | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 2 |
| Beery Developmental Test of… | 1 |
What Works Clearinghouse Rating
Download full textCoetzee, Dané; Pienaar, Anita E.; van Wyk, Yolanda – South African Journal of Childhood Education, 2020
Background: Inconsistencies are found regarding the relationship between academic achievement and visual-motor integration (VMI), gender and socio-economic status (SES). Aim: The study examined the associations between academic achievement in different compulsory learning areas and VMI skills, and what role gender and SES play. Setting: A total of…
Descriptors: Academic Achievement, Gender Differences, Socioeconomic Status, Compulsory Education
Al-Hroub, Anies – International Journal for Talent Development and Creativity, 2020
The main purpose of this research was to investigate empirically the Wechsler Intelligence Scale for Children -- the third Jordanian version (hereinafter WISC-III-Jordan) profiles to analyze cognitive factors for 'twice-exceptional' (2E) children characterizing 'mathematical giftedness with learning disabilities (MG/LDs). The paper examined…
Descriptors: Foreign Countries, Children, Gifted Disabled, Test Validity
Direct linkAl-Hroub, Anies – Gifted and Talented International, 2013
This research takes mathematics as a model for investigating the definitions, identification, classification and characteristics of a group of gifted student related to the notion of "dual-exceptionality". An extensive process using qualitative and quantitative methods was conducted by a multidisciplinary team to develop and implement a…
Descriptors: Talent Identification, Academically Gifted, Comorbidity, Learning Problems
Peer reviewedMagowan, S. A. – Scottish Educational Review, 1980
This brief overview on dyslexia notes the problems of defining this syndrome, presents a profile of a "typical" dyslexic child, and describes the three sub-types of dyslexia which have been identified. (SJL)
Descriptors: Auditory Perception, Children, Classification, Dyslexia
Peer reviewedKruger, Retha J.; Kruger, Johann J.; Hugo, Rene; Campbell, Nicole G. – Communication Disorders Quarterly, 2001
A multimodal assessment of 19 children (ages 4-9) with learning disabilities was used to identify problem areas. The majority presented with deficits involving both visual and auditory modalities, as well as problems with motor abilities and concentration skills. Subgroups of problem areas were found to occur together. (Contains references.)…
Descriptors: Attention Span, Auditory Perception, Children, Learning Disabilities
Peer reviewedKavale, Kenneth A.; Forness, Steven R. – Learning Disability Quarterly, 2000
A meta-analysis of 267 studies conducted between 1950-1980 found that auditory and visual perceptual skills can successfully increase the accuracy of predicting reading achievement, but the magnitude of increases in predictive accuracy was contingent upon the combination of variables studied and was significantly reduced if an IQ score was known.…
Descriptors: Adults, Auditory Perception, Children, Cognitive Ability
Peer reviewedWallbrown, Jane D.; Wallbrown, Fred H. – Psychology in the Schools, 1976
The relationship between visual-motor perception and classroom behavior was investigated for a sample of 76 first-grade children. Analysis of regression indicated that three types of classroom behavior tend to be associated with poor visual-motor perception. These behaviors are described. (Author)
Descriptors: Academic Ability, Attitudes, Behavior Patterns, Behavior Rating Scales
