Fifty-five dyslexic and 30 normal readers (8-12 years old) were administered the K-ABC. Normal readers demonstrated significantly higher scores on the cognitive subtests of "Hand Movements,""Number Recall, Word Order," and "Matrix Analogies" as well as on each achievement subtest, the "Sequential" and…

Average and backward readers from Grades 2, 4, and 6 were examined for their performance on five cognitive tasks, three of which measured memory span. Results were consistent with a developmental trend and increment with reading competence. No differences were obtained between matched groups, which supported a developmental interpretation.…

Response latencies of 27 learning disabled (LD) and 27 normal control boys (8-11 years old) were compared on a picture-word interference task. Both LD and control Ss exhibited greater interference effects (longer response latencies) when naming pictures (versus naming words) and when categorizing words (versus categorizing pictures). (Author/CL)

A program for 148 bright 6-14 year olds who were poor readers featured use of mentors to supplement four facets of a metacognitive/cognitive training program: (1) factors affecting thinking, (2) reasons for using strategies, (3) methods of self-direction, and (4) cognitive strategies. (CL)

A study involving 69 randomly selected elementary students indicated that increases in arsenic and interaction of arsenic lead were significantly related to decreased reading and spelling achievement, and increases in aluminum and the interaction of aluminum with lead were significantly related to decreased visual-motor performance. (Author/CL)

Learning disabled (LD) and non-LD boys (grades two and six) were given a false recognition task. Study and test items were manipulated to form visual, acoustic, and semantic distractors. Results suggest that LD students do not spontaneously use the effortful semantic processing strategy of elaborative rehearsal. (Author/CL)

Eleven graduate students who had registered for an elective course in art therapy worked under supervision with 11 unselected learning-impaired children (7-11 years old). (Author)

Learning disabled (n=28) and normal achieving (n=28) 8- and 9-year-old boys, approximately equated on the variables of IQ, age, and socioeconomic status, were administered three conservation tasks and J. Flavell's measure of cognitive role-taking. (Author/CL)

Compared was the psychological test performance of 24 dyslexic boys and 24 normal readers at four age levels (7, 9, 11, and 13 years). (Author/SBH)

The study compared the cognitive, affective, and perceptual role taking skills of 38 learning disabled (LD) children (ages 5 to 8) with those of a control group of normal children. Ss were administered three role taking tasks which measured their skills in each of the domains. The results demonstrated a role taking deficit in the LD children.…

In the first year of a study of 74 Chilean children (ages 6-11) with learning problems, half participated in a multifaceted neurocognitive treatment and half in a treatment that provided supervision of school tasks and peer group support. All participated in the neurocognitive treatment the second year. Both treatments resulted in gains.…

A study compared developmental functioning, social, and environmental backgrounds of 62 overly active children (age 7), 37 with inattentive behavior, and 46 controls. Children with inattentive behavior were more likely to have general cognitive delays, particularly in language development and were more likely to have fathers with low occupational…