NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
The Role of Interference in the Verbal Retention Ability of Learning Disabled Children.
Peer reviewed Peer reviewed
Cermak, Laird S.; And Others – Journal of Learning Disabilities, 1981
Three groups of 34 learning disabled children (12 to 16 years old) and one control group of normal readers were asked to retain verbal material across distrator intervals ranging from 9 to 24 seconds. LD children's retention of verbal material is more susceptible to interference from similar material than normals. (Author)
Descriptors: Learning Disabilities, Memory, Retention (Psychology), Verbal Learning
Phonologic Impairment and Prereading: Update on a Longitudinal Study.
Peer reviewed Peer reviewed
Webster, Penelope E.; Plante, Amy Solomon; Couvillion, L. Michael – Journal of Learning Disabilities, 1997
A study examined the effects of overt phonologic impairment on the phonological awareness, verbal working memory, and letter knowledge of 29 children with phonologic impairment and 16 controls (ages 3-6). Children with phonologic impairment performed significantly worse on tasks of verbal working memory, phoneme segmentation, and letter…
Descriptors: Error Analysis (Language), Identification, Letters (Alphabet), Memory
Evidence for Unexpected Weaknesses in Learning in Children with Attention-Deficit/Hyperactivity Disorder without Reading Disabilities.
Peer reviewed Peer reviewed
Cutting, Laurie E.; Koth, Christine W.; Mahone, E. Mark; Denckla, Martha B. – Journal of Learning Disabilities, 2003
Eighteen children (ages 6-16) with attention deficit hyperactivity disorder (ADHD) were compared to 20 controls on both process and product scores from the California Verbal Learning Test for Children. Children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays. (Contains…
Descriptors: Attention Deficit Disorders, Auditory Perception, Elementary Secondary Education, Hyperactivity