Dyslexia and Other Learning Difficulties

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Classroom Setting ◽  
Attention Span ◽  
Practical Advice ◽  
Short Attention Span

Dyslexia and other learning difficulties: The Facts addresses problems many intelligent children face who, while having normal IQ levels, still struggle to learn in the classroom setting. A short attention span, restlessness, an inability to write clearly, and reading comprehension well below age level are all indicators of learning disabilities, and this book offers a clear and sympathetic guide to the difficulties that parents and teachers face when working with a child with these sorts of obstacles to learning. The book deals with difficulties in traditional academic areas such as reading, spelling, and arithmetic, but also looks into lesser known conditions like clumsiness, social unease, and hyperactivity. Providing practical advice to parents to help understand their children's difficulties and to help them overcome problems and improve their self-esteem, Dyslexia and other learning difficulties: The Facts also offers a number of suggestions for managing difficult behaviour. This new edition has been fully updated and draws on the most recent research on learning difficulties and some associated disorders and their treatments. It also provides information about electronic and computer aids that are now available to help individuals with learning difficulties. This encouraging approach and easy-to-read style will appeal to parents as well as to professionals who work with children with learning disabilities.

Self-Esteem at School and Self-Handicapping in Childhood: Comparison of Groups with Learning Disabilities

2012 ◽  
Vol 111 (3) ◽  
pp. 952-962 ◽  
Author(s):  
Marianna Alesi ◽  
Gaetano Rappo ◽  
Annamaria Pepi
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Difficulties ◽  
Self Esteem ◽  
The Self ◽  
Control Group ◽  
Assessment Of Learning ◽  
Adults And Children ◽  
Grade 3

Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

scholarly journals How Specific Are Learning Disabilities?

2021 ◽  
pp. 002221942098298
Author(s):  
Robin L. Peterson ◽  
Lauren M. McGrath ◽  
Erik G. Willcutt ◽  
Janice M. Keenan ◽  
Richard K. Olson ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Full Range ◽  
Written Expression ◽  
Strongly Correlated ◽  
Math Problem Solving ◽  
Confirmatory Factor ◽  
Bifactor Models ◽  
And Mathematics ◽  
Specific Learning

Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants included 686 children aged 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g ( r = .72) but not identical to it. Implications for SLD diagnosis are discussed.

scholarly journals Hallucinations Are Real to Patients With Dementia

2017 ◽  
Vol 3 ◽  
pp. 233372141772110 ◽  
Author(s):  
R. C. Hamdy ◽  
A. Kinser ◽  
J. V. Lewis ◽  
R. Copeland ◽  
A. Depelteau ◽  
...  
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Clinical Features ◽  
Dementia With Lewy Bodies ◽  
Stress Disorder ◽  
Lewy Bodies ◽  
Attention Span ◽  
Short Attention Span

In this case study, we present a patient with preexistent posttraumatic stress disorder and psychosis who has been recently diagnosed with Dementia with Lewy Bodies. He is experiencing vivid hallucinations. What went wrong between him and his wife as a result of these hallucinations is presented. Alternative actions that could have been used are suggested. Objectives At the end of this case study, readers will know the following: The characteristic clinical features of Dementia with Lewy Bodies (DLB). Patients experiencing hallucinations should not be contradicted, to them, these hallucinations are real. Easy distractibility and short attention span can be exploited to avert or defuse potentially catastrophic situations. Patients with dementia should not have access to loaded guns.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Letter to the Editor

PEDIATRICS ◽  
1972 ◽  
Vol 49 (2) ◽  
pp. 309-310
Author(s):  
Herman B. Marks
Keyword(s):  
School Children ◽  
Pediatric Practice ◽  
Hyperkinetic Syndrome ◽  
Attention Span ◽  
Large Group ◽  
Number Of Children ◽  
The Poor ◽  
Short Attention Span ◽  
Letter To The Editor ◽  
Cerebral Dysfunction

I accept your invitation to comment on the letter of Dr. Ralph Olsen on "Pediatric Practice: "Whose Mood Are We Altering?" in Pediatrics1 and the responses of Dr. Turner2 and Dr. Arnold3 in Pediatrics. Certainly, in any large group of school children, one can find a significant number of children, mostly boys, who are extremely active and who have all the associated findings of the "hyperkinetic syndrome" or the "minimal cerebral dysfunction syndrome"-the short attention span, the poor capacity to concentrate, the poorly controlled impulsivity, and so forth.

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