The relationship between field dependence‐independence and reading outcomes in learning‐disabled children from a neo‐Piagetian perspective

1990 ◽  
Vol 5 (3) ◽  
pp. 189-198 ◽  
Author(s):  
Albér H. Pennings
Keyword(s):  
Field Dependence ◽  
Learning Disabled ◽  
Disabled Children ◽  
Reading Outcomes ◽  
The Relationship

Automatization and Basic Fact Performance of Normal and Learning Disabled Children

1983 ◽  
Vol 6 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Katherine Garnett ◽  
Jeannette E. Fleischner
Keyword(s):  
Learning Disabled ◽  
Academic Skills ◽  
Older Age ◽  
Basic Fact ◽  
Disabled Children ◽  
Rapid Automatic Naming ◽  
The Relationship ◽  
Naming Test

The relationship between automatization ability, as measured by the Rapid Automatic Naming Test (RAN), and proficiency in arithmetic basic fact computation was investigated. Subjects included 120 learning disabled and 120 nondisabled children between 8 and 13 years of age; 60 subjects in each group were designated as either younger or older. Significant correlations were obtained between RAN performance and basic fact proficiency for both the learning disabled and nondisabled groups. In addition, learning disabled subjects were found to be less proficient in basic fact computation and slower on RAN than their nondisabled peers at both younger and older age levels. Correlations were substantial enough to further inquire whether LD youngsters' lack of proficient basic fact skills may be due, in part at least, to weak automatization. The construct of automatization, or automaticity, has applicability to academic skills beyond those previously investigated.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Field Dependence in Visually and Nonvisually Involved Learning Disabled Children

1976 ◽  
Vol 43 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Richard J. Cowen ◽  
Norman I. Harway
Keyword(s):  
Field Dependence ◽  
Learning Disabled ◽  
Small Sample ◽  
Control Group ◽  
Disabled Children ◽  
Field Independent ◽  
Embedded Figures ◽  
Dependence Measures ◽  
Perceptually Impaired ◽  
Rod And Frame

39 visually and nonvisually perceptually impaired 8- to 11-yr.-old boys with learning disabilities were compared with a control group of 35 “normal” learners on the Rod-and-frame and Children's Embedded-figures Tests. Previous findings of greater field dependence of learning disabled children are confounded because the experimental tasks involved visual perception. In our study the 27 “visuals” were more field-dependent than either the 12 “nonvisuals” or the controls. The latter groups did not differ significantly from one another, which may in part be a function of the small sample of nonvisual children identified. Alternative explanations, e.g., the visual nature of the field-dependence measures and the lack of reading difficulty of the nonvisual group, are considered. For the visually disabled Ss only Vocabulary scores correlate significantly with Rod-and-frame and Embedded-figures scores, suggesting that among such children those with higher verbal intelligence may be more field-independent.

The Relationship between Independent Reward Preferences for Learning Disabled Children

1976 ◽  
Vol 43 (2) ◽  
pp. 95-96
Author(s):  
David A. Sabatino ◽  
Donald Naiman ◽  
Glen Foster
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
The Relationship

Comparison of the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R with Learning Disabled Children

1987 ◽  
Vol 65 (3) ◽  
pp. 911-916 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Jack A. Naglieri ◽  
Daniel H. Tingstrom
Keyword(s):  
Test Scores ◽  
Learning Disabled ◽  
Intellectual Ability ◽  
Disabled Children ◽  
Neuropsychological Battery ◽  
Present Sample ◽  
The Mean ◽  
The Relationship

This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC—R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC—R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC—R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.

Season of Birth and Intelligence in Samples of Exceptional Children

1981 ◽  
Vol 49 (2) ◽  
pp. 649-650 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
Learning Disabilities ◽  
Statistical Analysis ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Season Of Birth ◽  
Exceptional Students ◽  
Disabled Children ◽  
Exceptional Children ◽  
The Relationship

The relationship between season of birth and intelligence was studied utilizing a group of 923 exceptional students, including 213 gifted, 302 mentally retarded, and 408 learning disabled children. The statistical analysis indicated that the areas of exceptionality and season of birth are not independent of one another. The significance was attributed to the subjects with learning disabilities.

The Developmental Test of Visual-Motor Integration—3R and Teachers' Ratings of Written Language

1994 ◽  
Vol 79 (1) ◽  
pp. 371-374 ◽  
Author(s):  
Winston J. Hagborg ◽  
Mary Aiello-Coultier
Keyword(s):  
Socioeconomic Status ◽  
Writing Skills ◽  
Learning Disabled ◽  
Diagnostic Information ◽  
Written Language ◽  
Disabled Children ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
The Relationship

For a sample of 73 learning-disabled children, the relationship between scores on the Developmental Test of Visual-motor Integration—3rd Revision and teachers' ratings of writing skills was investigated. After statistically removing the contribution of socioeconomic status, achievement, and intelligence, only handwriting was significantly related to scores on Beery's test. Given the limited diagnostic information provided by the test, psychologists are urged to select other measures in assessing students' writing skills.

Relationship between Cognitive Tempo and Selective Attention in Learning Disabled Children

1976 ◽  
Vol 42 (1) ◽  
pp. 233-234 ◽  
Author(s):  
Elizabeth D. Heins ◽  
Daniel P. Hallaran ◽  
Sara G. Tarver ◽  
James M. Kauffman
Keyword(s):  
Selective Attention ◽  
Learning Disabled ◽  
Disabled Children ◽  
Attention In Learning ◽  
Attention Tasks ◽  
The Relationship ◽  
Cognitive Tempo

The relationship between cognitive tempo and selective attention in 29 learning disabled children was investigated. The performance of the 9 reflective and the 9 impulsive children on selective-attention tasks was compared. An examination of t tests and correlations between variables for each task showed a relationship between cognitive tempo and selective attention. This relationship was stronger for central than for incidental recall.

The Relationship between Oral Language Skills and Academic Achievement of Learning Disabled Children

1978 ◽  
Vol 1 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Patricia A. Magee ◽  
Phyllis L. Newcomer
Keyword(s):  
Academic Achievement ◽  
Oral Language ◽  
Language Skills ◽  
Learning Disabled ◽  
Disabled Children ◽  
Academic Problems ◽  
Oral Language Skills ◽  
The Relationship

The difficulties encountered by learning disabled children in the area of oral language have been recognized by many writers. It has been proposed that the academic problems experienced by many learning disabled children are closely associated with the difficulties they experience in oral language. Magee and Newcomer explore this association and delineate components of oral language in learning disabled children which relate most significantly with reading, mathematics, and spelling.

The Relationship between Figure-Ground Discrimination and Color Blindness in Learning Disabled Children

1976 ◽  
Vol 9 (2) ◽  
pp. 96-99 ◽  
Author(s):  
Joseph E. Justen ◽  
Robert Harth
Keyword(s):  
Visual Perception ◽  
Standardized Tests ◽  
Learning Disabled ◽  
Color Blindness ◽  
Disabled Children ◽  
Developmental Test ◽  
Relationship Of ◽  
The Relationship

The relationship of figure-ground discrimination to color blindness in learning disabled children was studied. The authors hypothesized that, because of the nature of many standardized tests of color blindness, figure-ground problems might interfere with such testing. Ninety-four learning disabled children were given the AO H-R-R Pseudoisochromatic Plates and the figure-ground subtest of the Frostig Developmental Test of Visual Perception. Results indicated that figure-ground problems did, in fact, confound color blindness testing.

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