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Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences
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Toseeb, Umar; Oginni, Olakunle Ayokunmi; Dale, Philip S. – Journal of Learning Disabilities, 2022
There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the current article, data from the Twin Early Development Study were used to investigate the genetic and environmental influences on…
Descriptors: Language Impairments, Correlation, Psychopathology, Mental Health
Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory
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Moll, Kristina; Göbel, Silke M.; Gooch, Debbie; Landerl, Karin; Snowling, Margaret J. – Journal of Learning Disabilities, 2016
High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders. Three domain-general cognitive abilities were investigated in children with RD and MD:…
Descriptors: Learning Disabilities, Comorbidity, Cognitive Processes, Neurological Impairments
Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development
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Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata – Journal of Learning Disabilities, 2016
The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…
Descriptors: Psychological Patterns, Learning Disabilities, Children, Preadolescents
Numerical Magnitude Representation in Children with Mathematical Difficulties with or without Reading Difficulties
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Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco – Journal of Learning Disabilities, 2016
This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…
Descriptors: Mathematics Skills, Reading Difficulties, Grade 3, Grade 4
HSPQ in Learning Disability Assessment.
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Anderson, Julie; Murphy, Norman C. – Journal of Learning Disabilities, 1986
Following its administration to 215 students (117 classified as regular and 98 as learning disabled), the Junior-Senior High School Personality Questionnaire (HSPQ) was reported to be useful as a differentiating diagnostic instrument, and was recommended as a screening device and as a measure of continuing progress. (JW)
Descriptors: Counselors, Disability Identification, Educational Diagnosis, Learning Disabilities
A Rapid Screening Measure for the Identification of Visuospatial Learning Disability in Schools.
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Cornoldi, Cesare; Venneri, Annalena; Marconato, Fabio; Molin, Adriana; Montinari, Cinzia – Journal of Learning Disabilities, 2003
An 18-item "Shortened Visuospatial Questionnaire" (SVS) was validated twice, first by verifying that children (ages 8-13) identified with the SVS questionnaire as having visuospatial learning disability (VSLD) (n=54) actually showed visuospatial deficits on psychometric evaluation, and second, by rating with the SVS a clinically identified…
Descriptors: Disability Identification, Elementary Education, Learning Disabilities, Questionnaires