Issues in the Educational Programming for Learning Disabled Children

1985 ◽  
pp. 111-126 ◽  
Author(s):  
Doris J. Johnson
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Educational Programming

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

Development of cerebral dominance: Dichotic listening asymmetry in normal and learning-disabled children

1979 ◽  
Vol 28 (3) ◽  
pp. 445-454 ◽  
Author(s):  
George W Hynd ◽  
John E Obrzut ◽  
Wendy Weed ◽  
Cynthia R Hynd
Keyword(s):  
Dichotic Listening ◽  
Learning Disabled ◽  
Cerebral Dominance ◽  
Disabled Children

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.

Cognitive performance in learning disabled children with and without epilepsy

Seizure ◽  
1994 ◽  
Vol 3 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Jan Vermeulen ◽  
Simone W.A.T. Kortstee ◽  
Willem C.J. Alpherts ◽  
Albert P. Aldenkamp
Keyword(s):  
Cognitive Performance ◽  
Learning Disabled ◽  
Disabled Children
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