Purpose: This longitudinal study examined differences in the development of working memory (WM) between children with specific language impairment (SLI) and typically developing (TD) children. Further, it explored to what extent language at ages 7-8 years could be predicted by measures of language and/or WM at ages 4-5 years. Method: Thirty…

Children with developmental coordination disorder (DCD) have deficits in working memory, but little is known about the everyday memory of these children in real-life situations. We investigated the everyday memory function in children with DCD, and explored the specific profile of everyday memory across different domains. Nineteen children with…

We investigated whether preschool children with specific language impairment (SLI) exhibit the shape bias in word learning: the bias to generalize based on shape rather than size, color, or texture in an object naming context ("This is a wek; find another wek") but not in a non-naming similarity classification context ("See this?…

This study explored the cognitive performance of children with Attention Deficit/Hyperactivity Disorder (ADHD) and/or Developmental Coordination Disorder (DCD) using the Wechsler Intelligence Scale for Children-IV. Participants were 62 children with ages between 9 years 8 months and 12 years 7 months. These children were placed into one of the…

Background: Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. Methods: Arithmetic ability was longitudinally assessed in children with cerebral palsy in special (n = 41) and mainstream education (n = 16) and…

The construct validity of the Hooper Visual Organization Test (VOT) (H. Hooper, 1983) was studied by comparing it to conceptually similar and dissimilar cognitive abilities in a principal components analysis of results from 240 participants with cognitive impairment. Results suggest that the VOT is best considered a measure of visual-spatial…

THE RELATIONSHIP OF AUDITORY-VISUAL AND TACTUAL-VISUAL INTEGRATION TO INTELLIGENCE AND READING ACHIEVEMENT WAS INVESTIGATED. IN ADDITION, THE RELATIONSHIP OF THE TWO INTERSENSORY INTEGRATION TASKS TO EACH OTHER AND TO THE TYPE OF READING ERRORS MADE ON AN ORAL DIAGNOSTIC READING TEST WAS ALSO EXPLORED. THE SAMPLE WAS COMPOSED OF 121 WHITE…

Compares evidence available today on the subject of reading rate with that contained in a recently republished book by Edmund B. Huey and concludes that the similarities between the two are remarkable. Bibliography. (MD)

AUDIOMETRIC AND VISUAL PROCEDURES WERE COMPARED ANALYTICALLY AND/OR DESIGNED TO ESTABLISH TEST METHODS FOR TRAINABLE MENTAL RETARDATES IN THE IQ RANGE OF 23-47 AND BELOW THE MENTAL AGE OF 4 YEARS. THE NUMBER OF SUBJECTS WAS 26 FOR THE AUDITORY PROGRAM AND 25 FOR THE VISUAL. EACH OF THE SUBJECTS WAS STUDIED ON AN INDIVIDUAL BASIS. DATA WERE…

The study determined if a significant difference was demonstrated between American Indians and Caucasians on visual perception and recall tasks associated with cognitive function. It was hypothesized that a significant difference existed between scores obtained by Indian children enrolled in reservation schools and that of Caucasian children…

This bulletin presents reading research studies in the upper elementary grades during the period from 1955 through 1960. It represents an attempt to bring together the unpublished as well as published studies for that period. This compilation was undertaken by the U.S. Office of Education in response to requests from reading and language arts…