This article presents a review of the "Process Assessment of the Learner-Second Edition" (PAL-II), an individual or group-administered instrument designed to assess the cognitive processes involved in academic tasks in kindergarten through sixth grade. The instrument allows the examiner to identify reasons for underachievement and…

The paper reviews research dealing with the process of reflective abstraction, analysis and modification of one's own behavior, in learning disabled students. A study was conducted to test the hypothesis that children with a working memory of three pieces of information, who are inclined to employ self-terminating processing strategies because of…

Using a modified reception paradigm, 64 normal and learning disabled children (mean age 11 years) were required to solve unidimensional, disjunctive, or conditional connectives under standard-attending or enforced-attending instructions. (Author)

The paper discusses research on cognitive processing of disabled readers (mean age 9 years) within a brain-behavior framework and offers some projections into the future. The author focuses on children with severe reading disablility or reading retardation although reference to "backward" readers is also included. The delineation of subgroups of…

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)

Twenty-seven teachers carried out remediation with 76 elementary children labeled learning disabled. Scores on the Stanford Diagnostic Reading Test (SDRT) of children receiving component deficit remediation plus academic deficit remediation were higher than those receiving only academic deficit remediation, when effect size analyses were made.…

This study compared students with (n=20) and without (n=40) learning disabilities (LD) on their recall of academic information and information encountered in their everyday lives. Students with LD performed poorly on both types of recall, suggesting that they may have problems with retrieval and working memory. The availability of cues…

The purposes of this study were to use empirical, multivariate classification techniques to form subtypes of learning disabled readers (N=59) on a select sample of information processing skills and to validate the subtypes on reading achievement subskills. Hierarchical cluster analysis techniques resulted in a six-cluster solution which…

In a replication of an earlier study, the spellings produced by 47 learning disabled (LD) students (ages 7 to 11 years) were classified in terms of a hierarchy of spelling strategies presumed to result in conventional spelling. The developmental trends for the spelling strategies used by the LD Ss were compared to the trends previously observed…

The study was designed to determine if there exists a significant difference in the right-left labeling ability of 15 learning disabled students as compared to 15 regular classroom students at the fourth grade level. Ss were tested for lateral awareness and directionality. Results supported the hypothesis that there exists a significant difference…

The study compared ten hyperactive learning disabled (HLD) children and 10 nonhyperactive learning disabled (NHLD) children with normal children. Results indicated that both HLD and NHLD third and fourth grade children process information significantly less efficiently than nonLD children. HLD children could be differentiated from NHLD children on…

Verbal and nonverbal measures of higher cognitive functions were used to examine the degree of difference between the thought processes of culturally deprived and learning disabled children. Four groups of 20 subjects (ages 8-10) were studied. Results of both traditional and qualitative scoring differentiated between the two populations. (JW)

Results of the study indicated that LD and normal children (mean age 111.4 months) process letters in words in either perceptual or imaginal modes for the attribute letter height. (Author)

Two experiments investigated the development of verbal rehearsal strategies and selective attention in learning disabled children. In Experiment 1, Hagen's Central-Incidental task was administered to younger learning disabled and normal boys. In Experiment 2 the task was given to intermediate and older boys along with an experimentally induced…

Corrects errors in "A Developmental Study of Learning Disabilities and Memory" by Stephen J. Ceci (Volume 38, Number 2 1984), pages 352-371. (AS)