Spatial language and ability play important roles in children's cognitive development. Spatial ability in kindergarten predicts achievement in reading, math, science, and technology in primary school and therefore constitutes an important skill set in preparation for school entrance. Good spatial thinking skills are required for learning in…

The aim of the study was to examine the effect of an activity with an educational electronic storybook with math content on the emergent math of kindergarteners at risk for learning disabilities (LD) compared with kindergarteners with typical development (TD). The study included 107 kindergarteners aged 4.6 to 7. Both the participants at risk for…

The purpose of the study reported here was to examine the effect of activity with an educational electronic book (e-book), with/without metacognitive guidance, on the emergent literacy (rhyming) and emergent math (essence of addition, ordinal numbers) of kindergartners at risk for learning disability (LD). Seventy-seven children…

This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…

Mathematical learning difficulties can originate at an early age. However, research on young children's math development, especially those who are at risk, is in its early stages. The current study is the first to examine the effects of an activity with an educational e-book on emergent math with 52 preschoolers at risk for learning disability…

The article presents the paired comparisons method, a statistical procedure for identifying potential learning disabilities via the Illinois Test of Psycholinguistic Abilities. (Author/DLS)

In a study to determine if a classroom teacher with understanding of the Illinois Test of Psycholinguistic Abilities could predict subtest scores comparable to those obtained from administration of the test itself, seven masters-level special educators evaluated 28 learning disabled (LD) children (ages 6 through 11 years). (PHR)

The article is a response to R. Maggiore's article "Reliability of Proposed Short Form of Illinois Test of Psycholinguistic Abilities (ITPA)." The authors present evidence to rebut Maggiore's essentially negative conclusions regarding the reliability of the short form test. (For original paper, see EJ 194 153.) (Author/PHR)

To analyze differential diagnostic efficiency of the Revised Illinois Test of Psycholinguistic Abilities (a measure designed to assess strengths and weaknesses of learning disabled children), the Kelley procedure for estimating the proportion of differences in excess of chance was applied to the standardization data. (SBH)

Evaluated was whether factor analysis of the 12 Illinois Test of Psycholinguistic Abilities subtest scores earned by 90 underachieving children (between 5 and 10 years of age) would support the dimensions of psycholinguistic processes, organizational levels, and communication channels as described in the clinical model of the instrument. (Author)

A meta-analysis, the application of statistical methods to findings from a large collection of individual studies, is reported for the literature assessing the effectiveness of psycholinguistic training using the Illinois Test of Psycholinguistic Abilities (ITPA) as the criterion measure. (Author)