Two 9-year-old boys are described who performed in the normal range on measures of IQ, language ability, and reading. The boys were unable, however, to acquire elementary numerical skills and also manifested other specific cognitive deficits associated with the Gerstmann syndrome. (Author)

This study contrasted development of processing speed in 122 children between 7.5 and 11.8 years with learning disabilities and that of 206 nondisabled controls. No differences were found in relation to age in processing speed development in the two groups. Findings suggest that underlying etiologies for the normal developmental change in…

A longitudinal investigation on development of conservation skills in 31 learning disabled (LD) children suggested that delayed transition between preoperational and concrete operational thought may be an important factor in understanding the continued school failure of learning disabled children. (Author/CL)

Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

Tests the developmental memory lag hypothesis with 22 learning disabled boys on two- and three-dimensional nonverbal tasks. Finds age-equivalent recall patterns similar to those of normal children and consistent age-related differences in nonverbal recall, thereby negating the developmental lag hypothesis. (RL)

The study examined the electrophysiologic organization of cognitive function in 12 normally achieving righthanded boys and 12 reading disabled third and sixth grade boys. Ss were administered reading comprehension and spelling recognition subtests from the Peabody Individual Achievement Test. Electroencephalography (EEG) scores were recorded for…

Inhelder and Piaget found that somewhere between 12 and 15 years of age, children's thinking shifted from concrete to formal operations. To determine if this shift occurs at approximately the same age for learning disabled children (N=27) compared to normal learning children (N=27) was the task of the study reported. (JN)

Examined study time and recall on the part of learning-disabled and nondisabled children of five ages. Children performed a task requiring recall of digits that were presented at the child's own rate. Recall and study time increased with age and were higher in nondisabled children. (SH)

Compares drawings of English children with mild learning difficulties (M.L.D.) with those of children of the same chronological age and of the same mental age. Reports that drawings by M.L.D. children are similar to those of children at the same mental age. Suggests that M.L.D. children follow a normal rather than deviant developmental pattern.…

Six groups of nursery schoolers, kindergarteners, and first graders balanced for sex were trained and tested on a series of discrimination learning and transposition problems. (Author)

Investigates the role of operative schemes in explaining older children's superior memory on past Piagetian memory tasks. Contrasts were made between the performance of normal v learning disabled grade school children, and between preschool children who either possessed or lacked seriation schemes. (Author/SS)

The article discusses ways to make mathematics instruction with learning-disabled and other children more developmentally appropriate by building on children's informal understandings in active purposeful learning, using less direct instruction and paper-and-pencil work. Ideas are applied to the teaching of fractions. Instructional materials are…

Discusses the development of informal mathematics in young children, the problems with formal mathematics instruction, how the traditional approach fails to address mathematics learning disabilities, and how a developmental perspective can assist in the identification and treatment of students with mathematics learning disabilities. (CR)

This article presents a summary of considerations for teachers when assessing a student's understanding of division concepts. It discusses student products, student procedures and strategies, and student concepts and explanations at the preschool, elementary, and middle school levels. Examples of assessment activities and possible misconceptions…

This article proposes a developmental approach to the assessment of early mathematics disabilities. It examines major findings concerning children's early mathematical thinking, emphasizing counting and calculation skills. Both normal and atypical development are considered, and guidelines for an assessment procedure are offered. A case vignette…