Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores.

Abstract:

:Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis that children with normal achievement scores who are referred for evaluation of learning problems show neuropsychological profiles comparable to those of children with low achievement. Referral problems, school history, IQ, academic achievement, and neuropsychological function were evaluated. Referred children with normal achievement scores came from more advantaged backgrounds and had less intensive academic interventions, higher IQs, and better decoding skills. Nonetheless, the two groups showed similar neuropsychological profiles. Vulnerability to complexity and decreased automaticity were prominent. Normal-range achievement test scores among children referred for evaluation should not be regarded as indicating absence of neurodevelopmental vulnerability.

journal_name

J Learn Disabil

authors

Morgan AE,Singer-Harris N,Bernstein JH,Waber DP

doi

10.1177/002221940003300509

keywords:

subject

Has Abstract

pub_date

2000-09-01 00:00:00

pages

489-500

issue

5

eissn

0022-2194

issn

1538-4780

journal_volume

33

pub_type

杂志文章
  • Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development.

    abstract::Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219417718199

    authors: Tong X,McBride C

    更新日期:2018-09-01 00:00:00

  • ADHD: a psychological response to an evolving concept. (Report of a Working Party of the British Psychological Society).

    abstract::The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivi...

    journal_title:Journal of learning disabilities

    pub_type:

    doi:10.1177/002221949903200108

    authors: Reason R,Working Party of the British Psychological Society.

    更新日期:1999-01-01 00:00:00

  • The term comorbidity is of questionable value in reference to developmental disorders: data and theory.

    abstract::Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221940103400608

    authors: Kaplan BJ,Dewey DM,Crawford SG,Wilson BN

    更新日期:2001-11-01 00:00:00

  • Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.

    abstract::The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit....

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219411407861

    authors: Thatcher Kantor P,Wagner RK,Torgesen JK,Rashotte CA

    更新日期:2011-07-01 00:00:00

  • The speed of articulatory movements involved in speech production in children with dyslexia.

    abstract::A group of children with dyslexia (mean ages 9 and 14 years) was studied, together with group of children without dyslexia matched for age. Participants were monolingual native speakers of the Bosnian language with transparent orthography. In total, the diagnostic tests were performed with 41 children with dyslexia an...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219411419014

    authors: Duranovic M,Sehic S

    更新日期:2013-05-01 00:00:00

  • Coherence: the comprehension and production abilities of college writers who are normally achieving, learning disabled, and underprepared.

    abstract::The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of te...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221948902200608

    authors: Gregg N,Hoy C

    更新日期:1989-06-01 00:00:00

  • Longitudinal research on the behavioral characteristics of children with learning disabilities.

    abstract::This paper summarizes a program of research on the behavioral characteristics of children with learning disabilities (LD) compared to average achievers. Longitudinal studies over a 3-year period beginning in the first and second grades showed that children with LD, as a heterogeneous group, displayed a persistent patt...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221948902200302

    authors: McKinney JD

    更新日期:1989-03-01 00:00:00

  • Patterns of phonological and memory processing in beginning readers and spellers of Greek.

    abstract::This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ab...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949903200506

    authors: Porpodas CD

    更新日期:1999-09-01 00:00:00

  • Assessing component language deficits in the early detection of reading difficulty risk.

    abstract::This article focuses on some of the linguistic components that underlie letter-sound decoding skills and reading comprehension: specifically phonology, morphology, and syntax. Many children who have reading difficulties had language deficits that were detectable before they began reading. Early identification of langu...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219410369078

    authors: van der Lely HK,Marshall CR

    更新日期:2010-07-01 00:00:00

  • A meta-analysis of the RTI literature for children at risk for reading disabilities.

    abstract::This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventio...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,meta分析

    doi:10.1177/0022219410378447

    authors: Tran L,Sanchez T,Arellano B,Lee Swanson H

    更新日期:2011-05-01 00:00:00

  • An Italian perspective on learning disabilities.

    abstract::The authors' experience derives from over 10 years of study of the neuropsychological characteristics of children with learning disabilities (LD) who were referred to a public children's hospital. Some sociocultural and linguistic aspects of children with learning disabilities in Italy, and in particular in the northe...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949402700301

    authors: Fabbro F,Masutto C

    更新日期:1994-03-01 00:00:00

  • Temporal resolution of auditory perception in relation to perception, memory, and language skills in typical children.

    abstract::This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221940103400411

    authors: Norrelgen F,Lacerda F,Forssberg H

    更新日期:2001-07-01 00:00:00

  • LD status and achievement: confounding variables in the study of children's social status, self-esteem, and behavioral functioning.

    abstract::The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thir...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949002300806

    authors: La Greca AM,Stone WL

    更新日期:1990-10-01 00:00:00

  • Macbeth in the resource room: students with learning disabilities study Shakespeare.

    abstract::A teacher describes a secondary English unit on Shakespeare implemented in a manner designed to take advantage of the learning differences of resource room students. After developing and investigating questions relating to Macbeth, students then read and enjoyed the drama. As a result of acquiring an understanding of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949502800907

    authors: Thorson S

    更新日期:1995-11-01 00:00:00

  • Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?

    abstract::This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, b...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194030360010501

    authors: Jiménez JE,del Rosario Ortiz M,Rodrigo M,Hernández-Valle I,Ramírez G,Estévez A,O'Shanahan I,de la Luz Trabaue M

    更新日期:2003-01-01 00:00:00

  • Phoneme awareness and future reading ability.

    abstract::This study investigates two group-administered tests of phoneme awareness, a phoneme segmentation test and an invented spelling test. Each was given to 100 kindergarten children (48 female, 52 male), along with two tests of visual-motor ability. One year later the same children received standardized reading tests and ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949302600406

    authors: Mann VA

    更新日期:1993-04-01 00:00:00

  • A review of social interventions for students with learning disabilities.

    abstract::Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/002221949102400802

    authors: McIntosh R,Vaughn S,Zaragoza N

    更新日期:1991-10-01 00:00:00

  • Federal law and the accommodation of students with LD: the lawyers' look at the BU decision.

    abstract::This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston Universit...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949903200403

    authors: Wolinsky S,Whelan A

    更新日期:1999-07-01 00:00:00

  • "Passageless" administration of the Nelson-Denny Reading Comprehension Test: associations with IQ and reading skills.

    abstract::There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). The Nelson-Denny Reading Test (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that rea...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219412468160

    authors: Ready RE,Chaudhry MF,Schatz KC,Strazzullo S

    更新日期:2013-07-01 00:00:00

  • The write-say method for improving spelling accuracy in children with learning disabilities.

    abstract::We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 ye...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949302600106

    authors: Kearney CA,Drabman RS

    更新日期:1993-01-01 00:00:00

  • Beyond the herring sandwich phenomenon: a holistic constructivist approach to teacher education.

    abstract::This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of stu...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949502801005

    authors: Bacon EH,Bloom LA

    更新日期:1995-12-01 00:00:00

  • The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties.

    abstract::The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performa...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219414538516

    authors: Bryant BR,Bryant DP,Porterfield J,Dennis MS,Falcomata T,Valentine C,Brewer C,Bell K

    更新日期:2016-03-01 00:00:00

  • Demographic characteristics and mean profiles of Learning Disability Index subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised.

    abstract::The Learning Disability Index (LDI) was validated by an examination of the mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum, however, was found to measure Third Factor strengths/weaknesses ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949002300411

    authors: Clampit MK,Silver SJ

    更新日期:1990-04-01 00:00:00

  • Comparisons of learning ease and transfer propensity in poor and average readers.

    abstract::Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the to...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949102400707

    authors: Day JD,Zajakowski A

    更新日期:1991-08-01 00:00:00

  • Social persistence following failure in boys and girls with LD.

    abstract::The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interact...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949903200302

    authors: Settle SA,Milich R

    更新日期:1999-05-01 00:00:00

  • Identifying Children With Clinical Language Disorder: An Application of Machine-Learning Classification.

    abstract::In this study, we identified child- and family-level characteristics most strongly associated with clinical identification of language disorder for preschool-aged children. We used machine learning to identify variables that best classified children receiving therapy for language disorder among a sample of 483 3- to 5...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219419845070

    authors: Justice LM,Ahn WY,Logan JAR

    更新日期:2019-09-01 00:00:00

  • Genetic influences on specific versus nonspecific language impairment in 4-year-old twins.

    abstract::The present study addresses the distinction between specific (SLI) and nonspecific (NLI) language impairment at an etiological level by estimating the relative genetic and environmental contributions to language impairment in children with SLI and NLI. Drawing on a large longitudinal twin study, we tested a sample of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194050380030401

    authors: Hayiou-Thomas ME,Oliver B,Plomin R

    更新日期:2005-05-01 00:00:00

  • Using self-recording, evaluation, and graphing to increase completion of homework assignments.

    abstract::This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949402700202

    authors: Trammel DL,Schloss PJ,Alper S

    更新日期:1994-02-01 00:00:00

  • The person with a learning disability as a minority group member.

    abstract::Last semester, while concluding an autobiography for a class assignment, the author came to the realization that being a person with a learning disability constitutes a strong connection to people of other minority groups. This article will develop that theme, searching relevant issues through applied sociological pri...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949703000514

    authors: Coughlin D

    更新日期:1997-09-01 00:00:00

  • The Möbius effect: addressing learner variance in schools.

    abstract::Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/00222194040370060601

    authors: Tomlinson CA

    更新日期:2004-11-01 00:00:00