The study of cognitive processing in high IQ and average IQ elementary grade learning disabled and non-learning disabled children found that LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores. (Author/DB)

Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning…

In this study, children (ages 7-12) of average intelligence who had learning disabilities (LD) (n=29) and typical children (n=30) were individually tested in a task that investigated the development of proportional structures of thought. In addition, mathematical knowledge was assessed on the Woodcock-Johnson Tests of Achievement-Revised (WJTA-R).…

A study involving 75 elementary students, 51 with high-incidence disabilities, investigated variables associated with learning in an inquiry-oriented approach to the study of density and buoyancy. Preconceptions, scientific predictions, and academic achievement measures were not predictive of task performance. However, grade level and IQ were…

Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E. 13th Street, Oklahoma City, Oklahoma 73117. Compared in intelligence, perceptual motor performance, and academic achievement were 30 children (mean age=8.6 years) with seizure disorders and 30 children (mean age=9 years) with learning problems. (IM)

Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…

The double-deficit theory of reading disabilities (RD) was examined in 56 children with reading disabilities and 45 controls (ages 8-11). Students differed on all phonological analysis tasks and rapid naming of digits and letters, but also differed on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except…

WISC-III IQs and subtest scaled scores of 440 students with specific learning disabilities were examined for gender differences. Boys exhibited statistically higher Full Scale, Verbal, and Performance IQs than did girls, as well as higher scores on six of seven subtests. Girls outperformed boys only on the Coding subtest. (Author/CR)

Cognitive, academic, and behavioral characteristics of 42 children with learning disabilities were assessed from identification at age 6-7 to the age of 11.5. At endpoint, resource students showed a drop in verbal intelligence quotient and lower achievement compared to mainstreamed students, though there were no differences at the time of…

Examines differences between 45 learning disabled, mentally retarded, and Title I elementary students on intelligence, academic achievement, and behavior measures. Indicates that such students perform similarly on academic achievement and behavior measures. Learning disabled and Title I students were similar on an intelligence measure; mentally…