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Cognitive and Academic Profiles Associated with Math Disability Subtypes
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Kubas, Hanna A.; Schmid, Amy D.; Drefs, Michelle A.; Poole, Jennifer M.; Holland, Sara; Fiorello, Catherine A. – Learning Disabilities: A Multidisciplinary Journal, 2014
Children with math disabilities (MD) represent a heterogeneous group and often display deficits in one or more cognitive domains. Math proficiency requires a number of different cognitive processes, including quantitative knowledge, working memory, processing speed, fluid reasoning, and executive functions. Assessment practices that do not address…
Descriptors: Cognitive Processes, Mathematics Instruction, Mathematics Achievement, Learning Disabilities
Identifying Specific Reading Disability Subtypes for Effective Educational Remediation
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Feifer, Steven G.; Nader, Rebecca Gerhardstein; Flanagan, Dawn P.; Fitzer, Kim R.; Hicks, Kelly – Learning Disabilities: A Multidisciplinary Journal, 2014
The primary purpose of this study was to investigate the various neurocognitive processes concomitant to reading by attempting to identify various subtypes of reading disorders in a referred sample. Participants were 216 elementary school students in grades two through five who were given select subtests of the Woodcock Johnson-III Tests of…
Descriptors: Reading Difficulties, Neurology, Cognitive Processes, Reading Processes
Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities in Children Grades 2-4
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Avtzon, Sarah Abitbol – Learning Disabilities: A Multidisciplinary Journal, 2012
Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities. Using Hebb's theory of neuroplasticity and the principle of automaticity as theoretical bases, this experimental study…
Descriptors: Thinking Skills, Learning Disabilities, Control Groups, Experimental Groups
The Child as a Self-Organizing System: The Case against Instruction as We Know It.
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Cherkes-Julkowski, Miriam – Learning Disabilities: A Multidisciplinary Journal, 1996
The case is made that advances in chaos and complexity theories and self-organizing systems have important implications for the field of learning disabilities. Problems with behaviorism are discussed and the properties of self-organizing systems are explained. The concepts of continuous, nonlinear development and motivation and volition are…
Descriptors: Behaviorism, Chaos Theory, Child Development, Cognitive Processes
The Relationship between Learning Difficulties in Foreign Language and Math in a Sample of College Students
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Prevatt, Frances; Proctor, Briley – Learning Disabilities: A Multidisciplinary Journal, 2003
Two hundred four (204) college students who had difficulties in both foreign language and math (FLD/MD), only math difficulties (MD), or only foreign language difficulties (FLD) were studied. Analysis of prevalence of presenting problems indicated that FLD and FLD/MD are relatively uncommon, compared to MD. Comparisons among the three groups…
Descriptors: College Students, Learning Problems, Phonology, Second Language Learning
The Use of Theatre as an Instructional Strategy in the Content Areas for Students with Reading and Learning Disabilities
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Beyda, Sandra D. – Learning Disabilities: A Multidisciplinary Journal, 2003
Theatre is a powerful tool for organizing one's experience. It is an instructional technique that motivates students as they seek to understand and communicate their learning. This article provides a foundation for using theatre as a learning strategy in the content areas for students with reading and learning disabilities, using metacognition as…
Descriptors: Educational Strategies, Reading Comprehension, Learning Disabilities, Learning Strategies