The purpose of this study was to identify and describe the strengths and weaknesses of a student with LD from their pre-school period until their last year of university. The participant is a 4th year student in a university Guidance and Psychological Counselling department. This study used multiple qualitative research methods, including a case…

This contribution explains the connection between spatial intelligence and spatial competences and by indicating how the first is the cognitive matrix of abilities necessary to move in space as well as to represent it. Indeed, two are principal factors involved in the spatial intelligence: orientation and representation. Both are based on a close…

Background: The latest report by the Progress in International Reading Literacy Study (PIRLS), issued in 2006, indicated that Hong Kong Primary 4 Chinese students outperformed children from 45 countries and provinces in reading comprehension tests that measured their higher-order reading proficiency. However, the study gave no indication of how…

Concentrating on linguistic and logical-mathematical intelligence in elementary school classrooms ignores the dominant strengths of most children, who may possess alternative spatial, bodily kinesthetic, interpersonal, or intrapersonal intelligence. Explains how elementary teachers can transform "dysteachea" into learning strategies for…

Herman Epstein's theory correlating children's learning capacity with periodic spurts and plateaus in brain growth is predicated on inadequate data and questionable interpretations thereof, and it is discredited by highly respected scholars, including those he cites. Applying this theory to classroom practice is therefore irresponsible and…

A rapid naming test was administered to 321 prereaders (five-seven years old). Results showed sex differences in degree of correlation between naming performance and a test of general intelligence. Results bear theoretically on the degree to which a learning disability can appear as an isolated deficit in the two sexes. (Author/CL)

To test the theory that retardates are particularly slow in forming some visual habits, especially attention, a series of experiments were performed using a laboratory device which forced subjects to discriminate between color and form in exchange for an incentive reward. Stochastic models were applied to tests of lower level retardates which…

Using a simple structure factor analysis of test data of 144 fourth grade children in Norway, second order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. (Author/BW)

Sixty-two learning disabled children (6 to 19 years old) were subgrouped according to etiology--neurocognitively impaired and neurocognitively intact. The two groups were found to be intellectually different from one another, as the impaired scored much lower on a general intelligence test than the intact. (Author/SB)

An intensive, naturalistic study tracked one six year old's learning for six months and more. The study was inspired by the hope that with concepts of Artificial Intelligence and sufficiently detailed observation, the path of knowledge development could be described through observing significant learning experiences. Included is a reasonably…

Most failure experienced by children in school is manufactured. Such devices as grades, report cards, groupings, and retentions are contrived for the benefit of the educational institution. Counselors need to encourage teachers to manufacture honest success experiences for students. (Author)

This study of 72 elementary children with learning disabilities explored how children maintain a positive self-concept despite academic difficulties. Children with high global self-concept, compared to low global self-concept, perceived themselves as more intelligent, more competent in nonacademic domains, and receiving more social support.…

The study compares the performance of 50 fourth grade learning disabled students on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery (WJTCA). Results indicated that learning disabled Ss performed more poorly on the Tests of Cognitive Abilities…

Two studies were conducted to (1) analyze the subtest characteristics of the Woodcock-Johnson Psycho-Educational Battery, and (2) apply those results to an analysis of 50 fourth grade learning disabled (LD) students' performance on the Battery. Analyses indicated that the poorer performance of LD students on the Woodcock-Johnson Tests of Cognitive…

The purpose of this study was to evaluate differences in comprehension among elementary school children who listened to a narrative passage presented at different rates of expansion or compression. Subjects were drawn from three populations with respect to intelligence. The three levels of intelligence were low (IQs ranging from 74 to 98), average…