The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children

1989 ◽  
Vol 60 (4) ◽  
pp. 973 ◽  
Author(s):  
Linda S. Siegel ◽  
Ellen B. Ryan
Keyword(s):  
Working Memory ◽  
Learning Disabled ◽  
Disabled Children ◽  
Normally Achieving

Linguistic and Metacognitive Aspects of Normally Achieving and Learning Disabled Children's Communication Process

1983 ◽  
Vol 6 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Janet L. Olsen ◽  
Bernice Y.L. Wong ◽  
Ronald W. Marx
Keyword(s):  
Learning Disabled ◽  
Communication Process ◽  
Board Game ◽  
Disabled Children ◽  
Normally Achieving ◽  
Communication Problems ◽  
Regulatory Strategies ◽  
Research Findings ◽  
Continue Research ◽  
Pragmatic Strategies

This paper reports on two experiments which examined the linguistic and metacognitive aspects of the communication process in normally achieving and learning disabled children. In the first experiment, 15 normally achieving and 30 learning disabled children were individually taught a board game. Results showed that in communicating with a partner, learning disabled children were less aware of sociolinguistic strategy and used fewer planfulness strategies than their normally achieving peers. Moreover, they used substantially fewer tag questions, adverbs, and prepositional phrases. These results confirmed previous research findings on learning disabled children's communication problems. In the second experiment, 15 of the learning disabled children were trained to use sociolinguistic strategies of planfulness for one half hour a day for three days. The remaining 15 LD subjects engaged in an irrelevant task. Posttests followed training. To test for maintenance and generalization of learned skills, the trained group was asked to teach the board game and another game to a peer and a first grader four days after the posttest. Results indicated that training increased learning disabled children's sociolinguistic awareness and their use of sociolinguistic strategies of planfulness. Interestingly, the trained group's language increased in complexity after training. While use of pragmatic strategies was maintained, generalization of the trained skills and of the changes in linguistic complexity was not observed. Results suggest the need to continue research on learning disabled children's language problems and the importance of incorporating self-regulatory strategies in training programs designed to improve learning disabled children's communication skills.

Free Recall and Subjective Organization in Performance of Learning Disabled Children

1977 ◽  
Vol 40 (1) ◽  
pp. 117-118 ◽  
Author(s):  
Barry J. Wilson
Keyword(s):  
Free Recall ◽  
Elementary School Children ◽  
Learning Disabled ◽  
Recall Task ◽  
Subjective Organization ◽  
Disabled Children ◽  
Free Recall Task ◽  
Normally Achieving ◽  
Categorical Clustering ◽  
Learning Trials

16 learning disabled elementary school children were compared with 16 normally achieving classmates on a 12-item free-recall task administered over 12 learning trials. Learning disabled children were expected to exhibit deficit in recall and deficient organization of the material. A slight deficit in recall was noted with virtually identical scores on subjective organization. Results are inconsistent with previous research using categorical clustering as an index of organization.

Concurrent Verbal and Emotion Laterality Effects Exhibited by Normally Achieving and Learning Disabled Children

2001 ◽  
Vol 7 (3) ◽  
pp. 153-161 ◽  
Author(s):  
John E. Obrzut ◽  
M.P. Bryden ◽  
Patricia Lange ◽  
M. Barbara Bulman-Fleming
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Normally Achieving

scholarly journals Role and efficacy of music therapy in learning disability: a systematic review

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Feeby Mina ◽  
Mohammed El Sayed Darweesh ◽  
Ahmed Nabil Khattab ◽  
Shaimaa Mohammed Serag
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Learning Disabilities ◽  
Music Therapy ◽  
Auditory Processing ◽  
Cognitive Abilities ◽  
Learning Disabled ◽  
Auditory Attention ◽  
Disabled Children ◽  
Rapid Auditory Processing

Abstract Background Kids with learning disabilities can succeed in school and improve their educational level with the help of a correct rehabilitation program; one of the most effective rehabilitation programs is music therapy. As there was little proof educating us knowledge regarding the function of music treatment in the improvement of learning incapacitated kids in this way, it was imperative to gather these bits of studies in a systematic review study to feature the role of music treatment in the restoration of learning disabilities. The aim of this work is to study the relation between music therapy and learning disabilities, to define the music therapy role and efficacy in the enhancement of learning disabled children to be able to delineate an efficient program therapy later on. This study is a systematic review and was carried out according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Main text The reviewed included studies were intervention studies that used different groups of cases (learning disabled, dyslexic, or with mathematical problems children) which received the music therapy versus different control groups (normal or dyslexic) receiving normal reading program, cognitive or placebo therapy; also they applied different methods and programs of music therapy. Most of the included studies reported that music therapy is a useful aiding factor in rehabilitation therapy of reading and phonological awareness disorders, however little evidence for positive effectiveness regarding spelling, arithmetic, writing, cognitive abilities, working memory, auditory attention, and rapid auditory processing. Conclusion Music therapy (with or without cognitive therapy) has an important and augmenting role in improving reading skills and phonological awareness problems in dyslexic children but does not replace the current methods of rehabilitation. There is little evidence found that music therapy (with or without cognitive therapy) is an effective aiding factor in rehabilitation therapy regarding spelling, arithmetic, writing, cognitive abilities, working memory, auditory attention, and rapid auditory processing in learning disabled children.

Dyadic Verbal Communication Abilities of Learning Disabled and Normally Achieving Fourth- and Fifth-Grade Boys

1981 ◽  
Vol 4 (2) ◽  
pp. 139-151 ◽  
Author(s):  
Nancy J. Spekman
Keyword(s):  
Information Content ◽  
Communication Skills ◽  
Learning Disabled ◽  
Verbal Communication ◽  
Fifth Grade ◽  
Disabled Children ◽  
Normally Achieving ◽  
5Th Grade ◽  
And Training

This study examined the dyadic verbal communication skills of learning disabled and normally achieving 4th- and 5th-grade boys. The performances of 12 learning disabled children paired with 12 normally achieving children were compared with those of 12 dyads composed only of normally achieving children. The children exchanged information regarding a pattern of blocks under conditions varying the channels available for communication and feedback. All children performed the tasks in both Speaker and Listener roles. A measure of dyadic success was determined. In addition, the language used by the children was examined to obtain information on such variables as information content, response to questions, questions asked, and amount and efficiency of interactions. Dyads involving learning disabled children were found to be less successful and less efficient than those consisting of only normally achieving children. Further, the learning disabled children performed less successfully in certain aspects of the Speaker and Listener roles. Implications for assessment, class performance, and training are discussed.

Activating the Inactive Learner: Use of Questions/Prompts to Enhance Comprehension and Retention of Implied Information in Learning Disabled Children

1980 ◽  
Vol 3 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Bernice Y. L. Wong
Keyword(s):  
Learning Disabled ◽  
Sixth Graders ◽  
Disabled Children ◽  
Normally Achieving ◽  
Educational Implications

This article reports the findings of two studies involving comprehension and retention of implied information in learning disabled and normally achieving second and sixth graders. In the first study, evidence was obtained of inadequate processing of implied information in learning disabled children in both grades. In the second study, a simple questions/prompts procedure brought about improved/adequate processing of implied information in new, comparable groups of learning disabled second and sixth graders. The results were interpreted to support Torgesen's conceptualization of the learning disabled child as an inactive learner. Lastly, educational implications of the results were discussed.

Locus of Control and Learning Disabilities: A Review and Discussion

1982 ◽  
Vol 54 (2) ◽  
pp. 503-514 ◽  
Author(s):  
Curtis C. Dudley-Marling ◽  
Vicki Snider ◽  
Sara G. Tarver
Keyword(s):  
Learning Disabilities ◽  
Locus Of Control ◽  
Learned Helplessness ◽  
Relevant Literature ◽  
Learning Disabled ◽  
Disabled Children ◽  
External Locus ◽  
Normally Achieving ◽  
External Locus Of Control ◽  
The Relationship

It has been widely reported that an external locus of control is associated with children who experience failure. A review of the relevant literature indicates that learning disabled children, like other groups of children who have experienced failure, are more likely to exhibit an external locus of control than their normally achieving peers. In particular, learning disabled children have been found to be more likely than normally achieving students to attribute their successes, but not their failures, to external factors. The relationship of the locus of control construct to the field of learning disabilities is discussed in terms of four questions: (1) what is the relationship between locus of control and academic achievement?, (2) how is locus of control related to learned helplessness?, (3) is a change in locus of control orientation desirable?, and (4) what is the utility of locus of control for the education of learning disabled children? It is concluded that, in the course of remediation, attention should be devoted to the entire syndrome of characteristics associated with failure but within the context of academic intervention.

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