Several studies have reported high comorbidity for reading disability (RD) and psychiatric disorders. The aim of this study was to investigate the comorbidity of subthreshold and full psychiatric disorders with RD while comparing subgroups based on age of RD recognition (early vs. late). We analyzed data from 130 children with RD and 82 typically…

The aim of our study was to describe specific psychological resources of adults with developmental dyslexia and compare them with psychological resources of adults without developmental dyslexia. Potential differences were analyzed in visual-spatial, creative, and motivational abilities. No evidence was found for either creative, or visuospatial…

Normative data are provided for intellectual, academic achievement, and neuropsychological tests based on a sample of 100 learning disabled adults. It was concluded that the cognitive profile found in learning disabled adults is not dissimilar from what is typically found in learning disabled children. (Author/CL)

The article suggests that results of psychological assessment should be communicated to families of disabled children in a way that would combine understandable information with a family treatment plan. Case examples illustrate the use of feedback to alter cognition as well as family structure. (CL)

Eleven adults who had been diagnosed as dyslexic in childhood were evaluated via psychological and educational testing and interviews. Reading and spelling deficits were marked, and patterns of skill weaknesses and cognitive abilities were found to have remained remarkably consistent over the approximately 17-year period. (CL)

Examples are provided of a computerized special education management system used to manage assessment data for exceptional students. The system is designed to provide a simple yet efficient method of tracking data from educational and psychological evaluations (specifically the Wechsler Intelligence Scale for Children--Revised scores). (CL)

This study sought to identify clusters or subtypes of children with learning disabilities (LD, n=24) and brain damage (BD, n=36) using a neuropsychological battery. Five clusters were determined, but no one cluster was composed exclusively of LD or BD subjects. Significant qualitative and quantitative differences between clusters were found.…

The study involving 60 Ss investigated whether response instability differs significantly among self-concept levels of elementary and junior high learning disabled (LD) students, whether these students differ significantly on item response instability, and whether response instability is significantly related to age, sex, race, or IQ. (SBH)

The study involving 371 first graders in the initial sample and 206 in the follow-up evaluated the reliability and validity of the Matching Familiar Figures Test for its possible use in diagnosing the learning problems of young children, who may need special educational services. (Author/SBH)