Learning Disabilities in Written Expression

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Oral Language ◽  
Motor Coordination ◽  
Written Language ◽  
Reading Disorders ◽  
Spatial Skills ◽  
Academic Tasks ◽  
Writing Problems ◽  
Writing Disabilities ◽  
Underlying Causes ◽  
The Individual

Writing disabilities have many potential origins, including oral language deficits, motor coordination problems, and reading disabilities. Multiple potential sources of written language problems are described, along with the integrative aspects of the writing process that make it one of the most demanding academic tasks. Remedial interventions vary according to the identified cause of the problem based on the results of the psychoeducational evaluation. Remediation targeting the individual and modifications to classroom instruction may be required. Case studies illustrate three different underlying causes of writing problems. Key among these are motor and spatial skills, general language ability, and comorbid behavioral or reading disorders.

scholarly journals Construcción y validez de la Batería Neuropsicológica Digital Infantil (BANEDI)

2020 ◽  
Author(s):  
Alexa von Hagen ◽  
Sandra Berta ◽  
Sofía Morel ◽  
Rosina Perrier ◽  
María Elena Brenlla ◽  
...  
Keyword(s):  
Secondary School ◽  
Oral Language ◽  
Neuropsychological Functioning ◽  
Neuropsychological Test ◽  
Written Language ◽  
Item Parameter ◽  
Spatial Skills ◽  
Neuropsychological Development ◽  
Visual Spatial ◽  
Psychometric Quality

This report presents information on the design and validity of the Batería Neuropsicológica Digital Infantil (BANEDI - in English Digital Developmental Neuropsychological Test Battery) based on data collected from a sample of 988 children/adolescents in Montevideo, Uruguay and Buenos Aires, Argentina. Building on recent contributions from cognitive neuropsychology, this instrument aims to assess the neuropsychological development of children and adolescents aged 4 to 15 years and attending Preschool to 3rd year of Secondary school in the region of Río de la Plata. BANEDI intends to be a clinically useful and scientifically rigorous tool to collect information on the following eight cognitive domains: memory, attention and executive functions, theory of mind, metalinguistic skills, oral language, visual-spatial skills, written language and mathematical skills. It consists of a total of 75 subtests and two questionnaires for parents and teachers.In this report we provide information on the results of item parameter analyses of the subtests included in the battery, as well as evidence on the content, criterion and developmental validity of BANEDI. To conclude, results reflect that BANEDI meets the criteria to ensure psychometric quality and can therefore be used to complete a valid estimation of the neuropsychological functioning of children/adolescents aged 4 to 15 years and attending Preschool to 3rd year of Secondary school.

Diagnosing Children's Writing Disabilities: Different Tests Give Different Results

2005 ◽  
Vol 101 (1) ◽  
pp. 72-78 ◽  
Author(s):  
Susan D. Mayes ◽  
Susan L. Calhoun ◽  
Susan E. Lane
Keyword(s):  
Writing Skills ◽  
School Psychologist ◽  
Written Language ◽  
Written Expression ◽  
Writing Problems ◽  
Children's Writing ◽  
Clinical Disorders ◽  
Writing Disabilities ◽  
Individual Achievement ◽  
Woodcock Johnson

Writing problems are common in children with clinical disorders. However, there are significant intra-individual differences between the ability to spell words, construct sentences, and compose text. Therefore, achievement tests measuring different writing skills may not be consistent in identifying children who have these various writing disabilities. Our study compared scores on the Woodcock-Johnson Written Language subtests (which measure the ability to produce single words and single sentences) with scores on the Wechsler Individual Achievement Test Written Expression subtest (which assesses compositional writing skills) in 54 children referred by their teachers to a school psychologist for writing problems. The Woodcock-Johnson only identified 35% of children as having significant writing problems, whereas the Wechsler test identified 78%. Our study suggests that the latter is more likely than the Woodcock-Johnson to identify students who have problems in compositional writing.

Language in mental retardation: Individual and syndromic differences, and neurogenetic variation 1Based on a keynote presentation at the Third European Conference on Psychological Theory and Research in Mental Retardation, Geneva, September 1st, 2000.

2001 ◽  
Vol 60 (3) ◽  
pp. 161-178 ◽  
Author(s):  
Jean A. Rondal
Keyword(s):  
Mental Retardation ◽  
Language Development ◽  
Oral Language ◽  
Psychological Theory ◽  
Genetic Syndromes ◽  
Explanatory Variables ◽  
Keynote Presentation ◽  
Genetic Origins ◽  
The Sixties ◽  
The Individual

Predominantly non-etiological conceptions have dominated the field of mental retardation (MR) since the discovery of the genetic etiology of Down syndrome (DS) in the sixties. However, contemporary approaches are becoming more etiologically oriented. Important differences across MR syndromes of genetic origin are being documented, particularly in the cognition and language domains, differences not explicable in terms of psychometric level, motivation, or other dimensions. This paper highlights the major difficulties observed in the oral language development of individuals with genetic syndromes of mental retardation. The extent of inter- and within-syndrome variability are evaluated. Possible brain underpinnings of the behavioural differences are envisaged. Cases of atypically favourable language development in MR individuals are also summarized and explanatory variables discussed. It is suggested that differences in brain architectures, originating in neurological development and having genetic origins, may largely explain the syndromic as well as the individual within-syndrome variability documented. Lastly, the major implications of the above points for current debates about modularity and developmental connectionism are spelt out.

Pokémon Go as a Tool to Study the Social and Cognitive Factors that Impact Spatial Navigation

2018 ◽  
Vol 62 (1) ◽  
pp. 1221-1225
Author(s):  
Dawn G. Blasko ◽  
Heather C. Lum ◽  
Mason McGuire ◽  
Tiffany Eichler ◽  
Kameron Landers ◽  
...  
Keyword(s):  
Mental Rotation ◽  
Spatial Navigation ◽  
Internal Validity ◽  
Cognitive Factors ◽  
Cooperative Groups ◽  
Spatial Skills ◽  
The Social ◽  
Pokémon Go ◽  
The Individual ◽  
Play Style

Researchers in spatial navigation have the difficult task of finding ecologically valid measures while maintaining a reasonable degree of internal validity. This often means simulating wayfinding and navigation task in the laboratory which increases control but eliminates the experience of walking around a natural environment. Augmented reality games like Pokémon Go allow researchers a novel way to study individual differences in cognitive and social factors in wayfinding with a game already designed to motivate players to move around in the real world. In the current study, Pokémon Go was played either individually or socially (2 players) while a map of the player’ speed and location was created in real time. We measured play style preference, game experience and basic spatial skills (mental rotation). Mental rotation performance was correlated with enjoying the game and being more motivated to play. Although games scores and distances traveled did not differ between the individual and cooperative groups, participates reported a strong preference for playing with a group over playing alone.

scholarly journals JENIS DAN PROSES PEMBENTUKAN ADJEKTIVA DALAM BAHASA MINANGKABAU DI KENAGARIAN SUNGAI ABANG KECAMATAN LUBUK ALUNG KABUPATEN PADANG PARIAMAN

2018 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Milna Rahman ◽  
Agustina Agustina ◽  
Ngusman Abdul Manaf
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Oral Language ◽  
Research Result ◽  
Written Language ◽  
Recording Technique ◽  
Descriptive Method

This study aimed to describe (1) type adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman, and (2) the process of forming adjective in Minangkabau language in kenagarian Sungai Abang subdistric Lubuk Alung district Padang Pariaman. This type of research is qualitative research with descriptive method. The method of data collection was using the method of referring and recording technique. Analyzing the data was done in the form of activities as follows: (1) describes the recording data into written language, (2) identify the data in accordance with the format provided, (3) classify the data into the type and process of the formation of the adjective, and (4) do data deduction based on research result. The data of this research are sentence containing the adjectives expressed by the community in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. The source of this research is Minangkabau language especially oral language of society in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. Based on the results of the research obtained the following results, first adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman is as follows: (1) characteristic adjective (character or temperament), (2) color adjectives, (3) shape adjectives, (4) size adjectives, (5) sensory adjectives, (6) time adjectives, (7) distance adjectives, (8) speed adjectives, (9) power adjunctive adjectives, (10) adjectiva adjectives. Secondly, there are two adjunctive adjunctive processes in the Minangkabau language, which are basic adjectives and derivate adjectives that can be sorted on beraffixed adjectives, duplicated adjectives and compounded adjective adjectives. Keywords: Adjectives, Word-forming, Minangkabau Language

scholarly journals CONNECTIONIST TECHNIQUES FOR THE IDENTIFICATION AND SUPPRESSION OF INTERFERING UNDERLYING FACTORS

2003 ◽  
Vol 17 (08) ◽  
pp. 1447-1466 ◽  
Author(s):  
EMILIO CORCHADO ◽  
COLIN FYFE
Keyword(s):  
Neural Networks ◽  
Artificial Neural Networks ◽  
Difficult Problem ◽  
Network System ◽  
Visual Inputs ◽  
Neural Network System ◽  
Underlying Causes ◽  
Artificial Neural ◽  
Vertical Bars ◽  
The Individual

We consider the difficult problem of identification of independent causes from a mixture of them when these causes interfere with one another in a particular manner: those considered are visual inputs to a neural network system which are created by independent underlying causes which may occlude each other. The prototypical problem in this area is a mixture of horizontal and vertical bars in which each horizontal bar interferes with the representation of each vertical bar and vice versa. Previous researchers have developed artificial neural networks which can identify the individual causes; we seek to go further in that we create artificial neural networks which identify all the horizontal bars from only such a mixture. This task is a necessary precursor to the development of the concept of "horizontal" or "vertical".

scholarly journals Dynamic Paths of Complexity and Accuracy in Second Language Speech: A Longitudinal Case Study of Chinese Learners

2019 ◽  
Vol 41 (6) ◽  
pp. 855-877 ◽  
Author(s):  
Hanjing Yu ◽  
Wander Lowie
Keyword(s):  
Oral Language ◽  
Theory Development ◽  
Longitudinal Case Study ◽  
Dynamic Interactions ◽  
Developmental Patterns ◽  
Individual Level ◽  
Complex Dynamic Systems ◽  
Chinese Learners ◽  
Oral Development ◽  
The Individual

Abstract The present study investigated the developmental patterns of Chinese EFL(AQ) learners’ oral language in terms of complexity and accuracy and looked into the dynamic interactions between them within the framework of Complex Dynamic Systems Theory (CDST). The data were analysed using dynamic analyses (moving min–max graphs, moving correlations and Monte Carlo Simulations). It was found that, firstly, at the group level, the general developmental trends of both complexity and accuracy showed improvements. Secondly, at the individual level, the developmental patterns were non-linear and dynamic with high degrees of variability, and individual language development was influenced by the initial states. Thirdly, the analyses revealed a complex interplay between complexity and accuracy, which gradually shifted from a clearly competitive relationship during the early stages to a supportive relationship in later stages. This shift in interaction shows that complexity goes hand in hand with accuracy, which corroborates the interconnectedness of subsystems as one of the major characteristics of CDST. The findings confirm the applicability of CDST approaches to L2 oral development and carry valuable implications for CDST theory development and oral language teaching.

scholarly journals A Child’s Perception of Their Developmental Difficulties in Relation to Their Adult Assessment. Analysis of the INPP Questionnaire

2020 ◽  
Vol 10 (4) ◽  
pp. 156
Author(s):  
Alina Demiy ◽  
Agata Kalemba ◽  
Maria Lorent ◽  
Anna Pecuch ◽  
Ewelina Wolańska ◽  
...  
Keyword(s):  
Human Health ◽  
Present State ◽  
Motor Coordination ◽  
Health Problems ◽  
Scientific Conference ◽  
Self Assessment ◽  
Children And Parents ◽  
Significant Difference ◽  
The Mean ◽  
The Individual

This study involved a comparison of the perception of developmental difficulties in a child by the parents, the teacher, and through the child’s self-assessment. Based on the Institute for Neuro-Psychological Psychology (INPP) questionnaire according to S. Goddard Blythe, three groups were examined: schoolchildren, parents, and teachers. Each of them answered a set of 21 questions and assessed the degree of occurrence of a given difficulty for the child on a scale from 0 to 4. The questions concerned psychomotor problems related to balance, motor coordination and concentration, as well as school skills. In total, 49 questionnaires from children and parents and 46 from teachers were used for the study. The mean answer to each question was calculated within the following groups: child–parent, child–teacher, and parent–teacher. The sum of the children’s answer points was significantly higher than the sum of the parents’ answer points (p = 0.037). Children assessed their developmental difficulties more strongly than teachers, but this difference was not statistically significant. The individual difficulties of the children were assessed significantly more seriously or more gently than by the National Scientific Conference “Human health problems—causes, present state, ways for the future” speeches by 44 teacher participants on 5 June 2020. Parents and teachers also assessed the children’s difficulties significantly differently (p = 0.044). The biggest difference in answers concerned the question of maintaining attention. The obtained results indicate a significant difference in the perception of difficulties occurring in the same child by the teacher and the parent. The child’s behavior in school and home environments may be different and, depending on the requirements, assessed differently. Children perceive their difficulties much more seriously than adults. Talking and the support of adults can make it easier for a child to overcome developmental difficulties.

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