Journal ArticleDOI
Subtypes of Learning Disabilities in Adolescents and Adults
Uri Shafrir,Linda S. Siegel +1 more
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TLDR
The validity of this classification scheme for the subtyping of learning disabilities in adolescents and adults is demonstrated by demonstrating the validity of the three groups compared among themselves and with a comparison group with normal achievement on a variety of cognitive and achievement measures.Abstract:
This study tested the hypothesis that a classification scheme developed for the subtyping of learning disabilities in children, when applied to a population of adolescents and adults, would result in subtyping into discrete and relatively homogeneous groups in terms of cognitive functioning and achievement. We compared three groups, arithmetic disability (AD), reading disability (RD), and reading and arithmetic disabilities (RAD), among themselves and with a comparison group with normal achievement (NA) on a variety of cognitive and achievement measures. The main findings were as follows: (a) Each of the groups differed significantly from the others on tests of reading, spelling, memory, and other cognitive measures; (b) both the RD and RAD groups showed a deficit in phonological processing, vocabulary, spelling, and STM; (c) the AD group performed similarly to the NA group on pseudoword reading and phonological processing, but did more poorly than the NA group on word reading and vocabulary; (d) on many ...read more
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Advances in Learning and Behavioural Disabilities
TL;DR: In this paper, the authors present a comprehensive discussion and analysis of working memory in readers with learning disabilities and its relation to deficits in executive processing, and present a variety of topics relevant to disorders of learning and behavior from a diverse international group of researchers.
Journal ArticleDOI
Math Disabilities: A Selective Meta-Analysis of the Literature:
H. Lee Swanson,Olga Jerman +1 more
TL;DR: The authors compared the cognitive functioning of children with math disabilities (MD) with that of average-achieving children; children with reading disabilities (RD); and children who have comorbid disabilities (md+RD) on measures of verbal problem solving, naming speed, verbal working memory (WM), visual-spatial WM, and long-term memory (LTM).
Journal ArticleDOI
Working memory, inhibitory control, and reading disability
TL;DR: The results indicated that deficits in working memory were characteristic of individuals with reading disabilities at all ages and may be associated with the access and restraint functions of inhibition.
Journal ArticleDOI
Working memory and intrusions of irrelevant information in a group of specific poor problem solvers
TL;DR: The results show that problem-solving ability is related to the ability of reducing the memory accessibility of nontarget and irrelevant information.
Journal ArticleDOI
Working Memory and Reading: A Life-span Perspective:
TL;DR: The relationships among working memory, memory span, and reading skills were studied in 1266 individuals, aged 6-49 as discussed by the authors, who were administered tests of word recognition, pseudoword decoding, reading and reading comprehension.
References
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Journal ArticleDOI
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TL;DR: A framework for conceptualizing the development of individual differences in reading ability is presented in this paper that synthesizes a great deal of the research literature and places special emphasis on reading ability.
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TL;DR: Kerlinger and Pedhazur as discussed by the authors present the three main applied analytical models which derive from the general linear hypothesis-analysis of variance, regression, and analysis of covariance.
Journal ArticleDOI
The nature of phonological processing and its causal role in the acquisition of reading skills
TL;DR: The causal role of phonological abilities in the acquisition of reading skills was explored in this article, where it was shown that phonological recoding in lexical access and phonetic receding in working memory are causally related to the ability to read.