The Hierarchical Factor Structure of the WISC-R for Learning Disabled Children

1979 ◽  
Vol 2 (4) ◽  
pp. 71-75 ◽  
Author(s):  
John Blaha ◽  
Hubert Vance
Keyword(s):  
Learning Disability ◽  
Factor Structure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Factor Solution ◽  
G Factor ◽  
Verbal Comprehension ◽  
The Difference ◽  
Freedom From Distractibility ◽  
Reading Disabled

A Wherry and Wherry (1969) hierarchical factor solution was performed on the 12 WISC-R subtest intercorrelations for a sample of 85 learning disabled children. A hierarchical ability structure similar to, though not congruent with, Vernon's (1950) paradigm was obtained. The hierarchy included a general (g) factor and three subgeneral factors consisting of an intact spatial-perceptual-mechanical (k:m) factor, a verbal comprehension factor, and a freedom-from-distractibility factor. The factor structure of learning disabled children was somewhat more fractionated and complex than that for normals, but not as complex as the structure of reading disabled children. This suggests that the more severe a learning disability, the greater the difference between the hierarchical factor structure for that group and the factor structure of normals.

Factor Structure of the WISC-R for Children Identified as Learning Disabled

1981 ◽  
Vol 49 (3) ◽  
pp. 891-895 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Perceptual Organization ◽  
Learning Disabled ◽  
Principal Factor ◽  
Disabled Children ◽  
Factor Solution ◽  
Verbal Comprehension ◽  
Sample Support ◽  
Freedom From Distractibility

The aim of the present investigation was to explore the factor structure of the WISC-R for a sample of children identified as learning disabled. The sample of 140 children were between the ages of 6–2 and 14–8 ( M = 9–7); 96 were males and 44 females. A principal factor analysis yielded a factor solution similar to that reported for the WISC-R standardization sample. Support for the robustness of the Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility factors for this population of learning disabled children resulted.

Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

The Hierarchical Factor Structure of the Wisc and Revised Itpa for Reading Disabled Children

1974 ◽  
Vol 88 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Fred H. Wallbrown ◽  
John Blaha ◽  
Dorotha H. Counts ◽  
Jane D. Wallbrown
Keyword(s):  
Factor Structure ◽  
Disabled Children ◽  
Reading Disabled

scholarly journals Incidence of Attention-Deficit/Hyperactivity Disorder in Learning Disabled Children, A Systematic Review

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
H A Mohamed ◽  
M S Khodeir ◽  
S R El-sady
Keyword(s):  
Systematic Review ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Learning Disabled ◽  
Comorbid Condition ◽  
Disabled Children ◽  
Inclusion Criteria ◽  
Central Processing ◽  
Hyperactivity Disorder

Abstract Background Children diagnosed with learning disability (LD) have a high incidence of psychiatric comorbidities especially Attention-Deficit/Hyperactivity Disorder (ADHD). These comorbidities are either a direct consequence of the same deficits in the central processing patterns that generate the learning problems, or they tend to stress the role of frustration and failure in academic achievement. These difficulties are claimed to move a vicious circle that leads the child towards ever-greater cognitive and social–emotional impoverishment. Aim The aim of this work is to conduct a systematic review of ADHD as a comorbid condition in learning disabled children to determine its incidence in learning disabled children in order to estimate the size of the problem to be able to delineate an efficient program in therapeutic intervention later. Study design This was a systematic review. Methods Two electronic databases (PubMed and Science Direct) were searched for articles. Relevant studies were further evaluated and studies that met inclusion criteria were reviewed. Results The literature search yielded 593 studies. Twenty-eight articles were further evaluated to be included. Five studies met all inclusion criteria and were chosen for review. The studies provide prevalence of ADHD in learning disabled children. We have found higher scores of ADHD in learning disabled children than in the normal population, in all the included studies. The studies reviewed demonstrated the effect of this comorbidity and the importance of its diagnosis for improvement of prognosis of the learning disability. Conclusion The current systematic review determines the probable prevalence of the ADHD in learning disabled children.

Identification of Gifted/Learning Disabled Children

1986 ◽  
Vol 7 (1) ◽  
pp. 61-68 ◽  
Author(s):  
Carolyn R. Yewchuk
Keyword(s):  
Learning Disability ◽  
School Psychologists ◽  
Clinical Assessment ◽  
School Psychologist ◽  
Learning Disabled ◽  
Assessment For Learning ◽  
Disabled Children ◽  
Close Analysis ◽  
Educational Programmes ◽  
Gifted And Learning Disabled

Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.

The Effects of Sampling Conditions on Sentence Production in Normal, Reading-Disabled, and Language-Learning-Disabled Children

1991 ◽  
Vol 34 (3) ◽  
pp. 549-558 ◽  
Author(s):  
Julie J. Masterson ◽  
Alan G. Kamhi
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Sentence Production ◽  
Primary School Children ◽  
Clause Structure ◽  
Disabled Children ◽  
Normal Reading ◽  
Contextual Support ◽  
Structure Complexity ◽  
Reading Disabled

This study explored the effects of contextual support, discourse genre, and the listener’s knowledge of information on syntactic and phonologic production and fluency. Subjects were language-learning-disabled, reading-disabled, and normal primary school children. Clause structure complexity, fluency, and grammatical and phonemic accuracy tended to be highest when children were discussing absent referents, providing explanations and stories, and giving unshared information. These effects were generally the same across all groups, although some effects were significant for only the language-learning-disabled children. Several explanations for these findings are considered.

Academic Characteristics of Behaviorally Disordered and Learning Disabled Students

1986 ◽  
Vol 11 (3) ◽  
pp. 184-190 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
Academic Performance ◽  
Factor Structure ◽  
Test Performance ◽  
Learning Disabled ◽  
Achievement Test ◽  
Disabled Children ◽  
Disabled Students ◽  
Behaviorally Disordered ◽  
Academic Characteristics

The academic performance of 1.480 behaviorally disordered and learning disabled children attending grades 1-3 was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. In addition, supplementary analyses indicated that the two groups did not differ with respect to factor structure of achievement test performance, nor did they differ with respect to reading/math correlations. Implications with respect to cross-categorical education are discussed.

Development of Information Processing in Normal and Disabled Readers

1978 ◽  
Vol 46 (3_suppl) ◽  
pp. 1047-1054 ◽  
Author(s):  
William Lovegrove ◽  
Christina Brown
Keyword(s):  
Information Processing ◽  
Visual Information ◽  
Reading Ability ◽  
Short Term Memory ◽  
Backward Masking ◽  
Disabled Children ◽  
Specific Reading ◽  
The Difference ◽  
Disabled Readers ◽  
Reading Disabled

8- and 11-yr.-old reading-disabled children were compared in two experiments with controls matched on intelligence and age. Exp. I measured duration of visual information store by means of a separation threshold technique. Exp. II determined the rate of transfer from visual information store to short-term memory using a backward masking technique. Results from Exp. I showed that at each age specific reading-disabled children had significantly longer durations of visual information store than controls. The difference between the reading ability groups decreased with increasing age. Exp. II demonstrated that rate of transfer of information was significantly slower for specific reading-disabled children than for controls at both age levels. In contrast to Exp. I, this difference increased with increasing age. The results are considered in terms of their possible relevance to developmental lag theories. The evidence indicates that the development of visual information processing in reading-disabled children is similar to that in controls but occurs at a slower rate.

The Luria-Nebraska Neuropsychological Battery-Children's Revision: Comparison of Learning Disabled and Normal Children Matched on Full Scale IQ

1984 ◽  
Vol 58 (1) ◽  
pp. 115-118 ◽  
Author(s):  
David C. Geary ◽  
Jeffrey W. Gilger
Keyword(s):  
Expressive Language ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Group ◽  
Disabled Children ◽  
Neuropsychological Battery ◽  
Normal Children ◽  
Language Writing ◽  
Reading Disabled

17 academically normal and 17 reading disabled children were matched on Full Scale IQ and compared on the Luria-Nebraska Neuropsychological Battery—Children's Revision. The academically normal group performed significantly better on the Expressive Language, Writing, Reading, and Rhythm subscales, which suggests that the Luria-Nebraska may be sensitive to deficits not reflected in Full Scale IQ. Results are consistent with previous research and support the validity of the Luria-Nebraska, although simplistic interpretation of the battery's subscales should be avoided.

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