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Testing the Automatization Deficit Hypothesis of Dyslexia via a Dual-Task Paradigm.
Peer reviewed Peer reviewed
Yap, Regina L.; van der Leij, Aryan – Journal of Learning Disabilities, 1994
Fourteen Dutch children with dyslexia were compared with controls on automatic processing under a dual task (motor balance task and auditory choice task) model. Results indicated the dyslexic group was more impaired in the dual task condition than in the single task condition, compared with controls. Findings support the automatization deficit…
Descriptors: Auditory Perception, Cognitive Processes, Dyslexia, Foreign Countries
Information Processing Deficits in Children with Attention-Deficit/Hyperactivity Disorder, Inattentive Type, and Children with Reading Disability.
Peer reviewed Peer reviewed
Weiler, Michael David; Bernstein, Jane Holmes; Bellinger, David; Waber, Deborah P. – Journal of Learning Disabilities, 2002
This study compared children with either attention deficit hyperactivity disorder (ADHD) (n=24), reading disability (RD) (n=33), both (n=9), or controls. Children with ADHD were characterized by difficulty with a visual search task whereas children with RD had difficulty with an auditory processing task. Specifically, children with ADHD…
Descriptors: Attention Control, Attention Deficit Disorders, Auditory Perception, Cognitive Processes
Empirical Testing of a Cognitive Model to Account for Neuropsychological Functioning Underlying Arithmetic Problem Solving.
Peer reviewed Peer reviewed
Batchelor, Ervin S.; And Others – Journal of Learning Disabilities, 1990
The study with 989 learning-disabled students supported the cognitive-based arithmetic problem-solving model of Dinnel et al. under continuous visual stimulus conditions but suggested a more complex neuropsychological underpinning to arithmetic performance in both visual and aural stimulus conditions. (Author/DB)
Descriptors: Arithmetic, Auditory Perception, Cognitive Processes, Elementary Secondary Education
Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context.
Peer reviewed Peer reviewed
Puolakanaho, Anne; Poikkeus, Anna-Maija; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki – Journal of Learning Disabilities, 2003
Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore factors that influence children's (n=91) performance. The children were able to master tasks demanding identification, blending, and continuation of phonological units. Analysis supported two major…
Descriptors: Auditory Perception, Beginning Reading, Cognitive Processes, Computer Assisted Testing
Central Auditory Processing Ability in Children with ADHD with and without Learning Disabilities.
Peer reviewed Peer reviewed
Gomez, Rapson; Condon, Margaret – Journal of Learning Disabilities, 1999
A study examined central auditory processing ability of 15 children with attention-deficit hyperactivity disorder (ADHD), 15 children with ADHD and learning disabilities (LD), and 15 controls. Results indicated lower central-auditory-processing ability and significant correlations between reading and ADHD and reading and…
Descriptors: Attention Deficit Disorders, Auditory Perception, Children, Cognitive Processes
Validity of the Auditory Continuous Performance Test in Differentiating Central Processing Auditory Disorders with and without ADHD.
Peer reviewed Peer reviewed
Riccio, Cynthia A.; And Others – Journal of Learning Disabilities, 1996
This study analyzed the performance of 30 children (ages 9-11) with central auditory processing disorders (CAPD), to test the validity of the Auditory Continuous Performance Test in differentiating between CAPD with and without attention deficit hyperactivity disorder (ADHD). Results indicated limited potential of the test in the differential…
Descriptors: Attention Deficit Disorders, Auditory Perception, Auditory Tests, Clinical Diagnosis
Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures To Identify Reading Disabilities.
Peer reviewed Peer reviewed
Bell, Sherry Mee; McCallum, R. Steve; Cox, Elizabeth A. – Journal of Learning Disabilities, 2003
Elementary and middle school children (n=105) completed measures of reading achievement and cognitive abilities. Factor analysis produced three empirically and theoretically derived factors, auditory processing, visual processing/speed, and memory. Together the three factors combined predicted 61 to 85% of the variance associated with different…
Descriptors: Auditory Perception, Cognitive Ability, Cognitive Processes, Disability Identification