Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups. First-level students…

Objective: Scholastic achievement in a nonclinical sample of ADHD children and adolescents was evaluated taking into consideration variables such as comorbid learning disorders, family income, and parental education which may also be associated with poor academic performance. Method: After screening for ADHD in 396 students, the authors compared…

In the present study, the relationship between students with and without learning disabilities (LD) and different aspects of test anxiety was examined on a new multidimensional measure of test anxiety. A sample of 774 elementary and secondary school students--195 students with LD and 579 students not identified with LD--completed the "Test Anxiety…

The magnitude of the dichotic right-ear advantage was assessed in 48 normal and 48 learning-disabled children representing an age range of approximately five years. (MP)

Sustained and selective attention among 30 fourth- through sixth-graders with learning disabilities (LD) and 20 controls was compared. Results indicated that LD students are less able to narrow their attention and also have slower information-processing skills, despite similar ability between groups for sustaining attention and inhibiting…

Debate continues over the hypothesis that children with language or literacy difficulties have a genuine auditory processing deficit. Several recent studies have reported deficits in frequency discrimination (FD), but it is unclear whether these are genuine perceptual impairments or reflective of the comorbid attentional problems that exist in…

In this study of four hyperactive elementary children, the effects of painting and physical activities on attention-to-task were observed. Both techniques brought improvement, the pleasure of the activities seeming to provide an intrinsic reward which the children internalized, bringing increased attention-to-task to other classroom activities.…