scholarly journals Cognitive profiles in bilingual children born to immigrant parents and Italian monolingual native children with specific learning disorders

2016 ◽  
Vol Volume 13 ◽  
pp. 109-116 ◽  
Author(s):  
Anna Riva ◽  
Renata Nacinovich ◽  
Nadia Bertuletti ◽  
Valentina Montrasi ◽  
Sara Marchetti ◽  
...  
Keyword(s):  
Learning Disorders ◽  
Bilingual Children ◽  
Immigrant Parents ◽  
Cognitive Profiles ◽  
Specific Learning

scholarly journals Language-Related Skills in Bilingual Children With Specific Learning Disorders

2021 ◽  
Vol 11 ◽  
Author(s):  
Anna Riva ◽  
Alessandro Musetti ◽  
Monica Bomba ◽  
Lorenzo Milani ◽  
Valentina Montrasi ◽  
...  
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Learning Disorders ◽  
Bilingual Children ◽  
Lexical Knowledge ◽  
Neuropsychological Profile ◽  
Frequency Of Use ◽  
Grammatical Skills ◽  
Semantic Errors ◽  
Specific Learning

Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD.Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.

scholarly journals Cognitive Profiles in the WISC-V of Children with ADHD and Specific Learning Disorders

2021 ◽  
Vol 13 (17) ◽  
pp. 9948
Author(s):  
Angelika Becker ◽  
Monika Daseking ◽  
Julia Kerner auch Koerner
Keyword(s):  
Cognitive Deficits ◽  
Learning Disorders ◽  
Cognitive Domain ◽  
Control Group ◽  
Cognitive Profiles ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Almost All ◽  
High Comorbidity ◽  
Specific Learning

Attention Deficit Hyperactivity Disorder (ADHD) has a high comorbidity with specific learning disorders (SLD). Children with ADHD and children with SLD show specific cognitive deficits. This study aims to examine similarities and differences between cognitive profiles of children with ADHD + SLD, children with SLD only, and a control group to find out whether specific or shared deficits can be identified for the groups. We compared the WISC-V profiles of 62 children with ADHD and SLD (19 girls, M-age = 10.44; SD = 2.44), 35 children with SLD (13 girls, M-age = 10.21; SD = 2.11) and 62 control children without ADHD or SLD (19 girls, M-age = 10.42; SD = 2.39). The ADHD + SLD group performed worse than the control group in the WISC-V indices WMI, PSI, FSIQ, AWMI, CPI and worse than the SLD group in these indices and the VCI, NVI and GAI. Therefore, compared to children with SLD, children with ADHD + SLD did not show specific impairments in any particular cognitive domain but rather non-specific impairment in almost all indices. Hence, the WISC-V is suited to depict the cognitive strength and weaknesses of an individual child as a basis for targeted intervention.

scholarly journals Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

2020 ◽  
Vol 11 ◽  
Author(s):  
Linda Visser ◽  
Julia Kalmar ◽  
Janosch Linkersdörfer ◽  
Ruth Görgen ◽  
Josefine Rothe ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Learning Disorders ◽  
Specific Learning

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

The Disabled Learner: Early detection and intervention (Modern approaches to the diagnosis and instruction of multi-handicapped children, vol. 8), edited by P. Satz, and J. Ross. The Netherlands: The Rotterdam University Press, 1973, 297 pp., $18.65

PEDIATRICS ◽  
1974 ◽  
Vol 53 (6) ◽  
pp. 958-958
Author(s):  
James J. A. Cavanaugh
Keyword(s):  
Early Detection ◽  
Language Development ◽  
Specific Learning Disability ◽  
Learning Disorders ◽  
Basic Information ◽  
Handicapped Children ◽  
New Methods ◽  
Development Section ◽  
The Disabled ◽  
Specific Learning

In The Disabled Learner editors Satz and Ross present a potpourri of articles previously delivered at a conference held to acquaint physicians, educators and psychologists with new basic information in the field of learning disorders and to review new methods of intervention. The book falls far short of this goal. The biology is naive, the language development section is uninformed, or at least systematically ignores a broad literature in this discipline, and the chapters that deal with specific learning disability and developmental dyslexia are unrewarding.

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