Follow-Up of Learning Disabled Children

1979 ◽  
Vol 2 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Ruth L. Gottesman
Keyword(s):  
Reading Achievement ◽  
Longitudinal Data ◽  
Learning Disability ◽  
Learning Disabled ◽  
Learning Problems ◽  
Disabled Children ◽  
Learner Characteristics ◽  
And Performance ◽  
Over Time

Limited longitudinal data on learner characteristics and performance are available in the learning disability field. This study, however, follows the course of reading achievement over a five- to seven-year period of a group of children with learning problems. These students' characteristics are described in detail along with their relationship to reading achievement over time. The data support the premise that academically related deficits persist over time in LD populations.

Learning Disability: 10-Year Follow-up

PEDIATRICS ◽  
1984 ◽  
Vol 74 (6) ◽  
pp. 1058-1064
Author(s):  
Harry E. Hartzell ◽  
Carolyn Compton
Keyword(s):  
Job Satisfaction ◽  
Academic Success ◽  
Learning Disability ◽  
School Success ◽  
Learning Disabled ◽  
Social Success ◽  
School Attainment ◽  
Severe Degree ◽  
Negative Factors

A 10-year follow-up of 114 learning-disabled students has been conducted, gathering information on their academic achievement, social success, and job satisfaction. These students have been compared with 144 siblings without learning disabilities. Significantly lower levels of school attainment, academic success, and social success are found for the learning-disabled group. No difference is found in level of job satisfaction. Significant positive factors contributing to school success in the learning-disabled group were high IQ, less severe learning disability, positive personality characteristics in the child, effective family function, strong family support, high occupational level of family breadwinner, and high education level attained by the mother. Negative factors are a more severe degree of learning disability, the presence of hyperactivity, and a concomitant disability in mathematics.

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.

Variables Influencing Phonemic Discrimination Performance in Normal and Learning-Disabled Children

1979 ◽  
Vol 44 (4) ◽  
pp. 543-556 ◽  
Author(s):  
Margaret J. Atchison ◽  
Gerald J. Canter
Keyword(s):  
Reading Achievement ◽  
Discrimination Performance ◽  
First Grade ◽  
Learning Disabled ◽  
Receptive Vocabulary ◽  
Disabled Children ◽  
Discrimination Test ◽  
Impaired Performance ◽  
Lower Performance ◽  
Small Subgroup

Twenty-five learning-disabled and 25 normal first-grade-age children took a phonemic discrimination test that manipulated word-pairs systematically according to degree of phonetic difference, position of phoneme contrast, and lexical familiarity. Results indicated that (1) the significantly lower performance of the learning-disabled to children as a group was due to the impaired performance by a small subgroup, (2) all three stimulus variables had significant effects on performance, (3) all combinations of stimulus variables interacted significantly, and (4) discrimination performance did not correlate with measures of receptive vocabulary or reading achievement for either group.

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.

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.

Middle Ear Function in Learning-Disabled Children

PEDIATRICS ◽  
1980 ◽  
Vol 66 (2) ◽  
pp. 254-260
Author(s):  
Forrest C. Bennett ◽  
Susan H. Ruuska ◽  
Roberta Sherman
Keyword(s):  
Otitis Media ◽  
Middle Ear ◽  
Chronic Otitis Media ◽  
Pure Tone Audiometry ◽  
Learning Disabled ◽  
Learning Problems ◽  
Disabled Children ◽  
History Of ◽  
School Learning ◽  
Recurrent Otitis Media

To investigate the possible association of chronic otitis media and school learning problems, past and current middle ear status in 53 learning-disabled (LD) children was compared to that of 56 control children without learning problems. A history of recurrent otitis media was obtained in 23% of the LD children and in 9% of the control children. Thirty-eight percent of LD children and 16% of control children had hearing abnormalities on pure tone audiometry; 49% of LD children and 21% of control children had abnormal tympanometry. LD children had significantly more middle ear malfunction than control children. Chronic, undetected middle ear problems may play a role in the etiology of some school learning disabilities.

Stability of WISC—R Scores for a Sample of Learning Disabled Children

1989 ◽  
Vol 64 (1) ◽  
pp. 195-201 ◽  
Author(s):  
H. P. Schmidt ◽  
A. J. Kuryliw ◽  
D. H. Saklofske ◽  
R. A. Yackulic
Keyword(s):  
Learning Disabled ◽  
Full Scale ◽  
Disabled Children ◽  
Conceptual Category ◽  
The Mean ◽  
The Stability ◽  
Mean Time ◽  
Over Time

The study was designed to assess the stability of WISC—R profiles of 36 learning disabled children given the WISC—R two times. The mean time between tests was 2.5 yr. The pattern reported for learning disabled children on Bannatyne's categories was evident for the group at both times, however, this pattern was not found for the majority of subjects. Analysis indicated a decrease over time in Verbal IQs, Full Scale IQs, and Bannatyne's Conceptual category, confirming previous findings. Possible reasons for the changes in scores are discussed.

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