A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach

2014 ◽  
Vol 35 (1) ◽  
pp. 66-91
Author(s):  
Richene Bevilaqua Brainard ◽  
Donald J. Viglione ◽  
Jared R. D. Wilke
Keyword(s):  
Past Research ◽  
Learning Disabled ◽  
Disabled Children ◽  
Cognitive Triad ◽  
Exner's Comprehensive System ◽  
The Us ◽  
Three Stages ◽  
Inkblot Test ◽  
Age Range ◽  
Rorschach Variables

The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.

Use of the Jordan Left-Right Reversal Test with Learning Disabled Children

1978 ◽  
Vol 47 (3_suppl) ◽  
pp. 1291-1297 ◽  
Author(s):  
Stephen S. Strichart
Keyword(s):  
Learning Disabilities ◽  
Diagnostic Procedure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Normal Children ◽  
Test Instrument ◽  
Test Retest Reliability ◽  
Age Range ◽  
Reversal Errors ◽  
Reversal Test

This investigation established the reliability of the Jordan Left-Right Reversal Test for learning disabled children. Test-retest reliability coefficients ranged from .89 to .92 for a sample of 91 children, 5 through 12 yr., attending private schools for children with learning disabilities. Reversal errors decreased with age for boys and girls, although girls 9 through 12 made significantly fewer errors than did boys in the same age range. Learning disabled children made more errors at all ages than normal children. This test instrument was determined to be a measure of the global tendency to make visual reversal errors and was viewed as an appropriate part of the learning disabilities diagnostic procedure.

scholarly journals The prevalence of poor ocular motilities in a mainstream school compared to two learning-disabled schools in Johannesburg

2016 ◽  
Vol 75 (1) ◽  
Author(s):  
Ingrid T. Metsing ◽  
Jannie T. Ferreira
Keyword(s):  
Learning Disabled ◽  
Head Movements ◽  
Motor Dysfunction ◽  
Oculomotor Control ◽  
State University ◽  
Ocular Motor ◽  
Disabled Children ◽  
Northeastern State ◽  
Mainstream School ◽  
Age Range

Background: Ocular motilities play a major role when reading for the continuous acquisition and updating of visually presented information. Accurate oculomotor control is required to be able to learn how to read and to efficiently read to learn. This process requires accurate decoding accomplished by precise oculomotor control.Aim: A comparison of the prevalence of poor ocular motilities between mainstream and learning-disabled schools were explored from three different schools; one mainstream and two disabled schools. One hundred and ninety-two children, age range 8–13 years (mean = 10.30, s.d.: ± 0.999) in grades 3 and 4, with 112 children from the two learning-disabled schools and 80 children from the mainstream school participated in the study.Method: The standardised direct observation test, using the Northeastern State University College of Optometry scoring criteria, was used to evaluate saccadic and pursuit eye movements. Fixation maintenance was evaluated using the Southern California College of Optometry scoring criteria. The Gulden fixation stick with a 6/24 letter E was used as a fixation target.Results: The results showed that children from the learning-disabled schools appeared to have a higher incidence of poor saccadic accuracy compared with children from the mainstream school. No significant associations in both the mainstream and the learning-disabled children were found for head movements, pursuits and fixation ability. However, the results suggest a statistically significant association between poor saccadic accuracy and children from the learning-disabled schools. Conclusion: This study provides further evidence for a link between poor saccadic accuracy and children from the school of the learning disabled. Keywords: Ocular motor dysfunction, saccadics, pursuits, learning disability, schools, fixation ability, visual attention

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.

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