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.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

The Relationship between Independent Reward Preferences for Learning Disabled Children

1976 ◽  
Vol 43 (2) ◽  
pp. 95-96
Author(s):  
David A. Sabatino ◽  
Donald Naiman ◽  
Glen Foster
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
The Relationship

Comparison of the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R with Learning Disabled Children

1987 ◽  
Vol 65 (3) ◽  
pp. 911-916 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Jack A. Naglieri ◽  
Daniel H. Tingstrom
Keyword(s):  
Test Scores ◽  
Learning Disabled ◽  
Intellectual Ability ◽  
Disabled Children ◽  
Neuropsychological Battery ◽  
Present Sample ◽  
The Mean ◽  
The Relationship

This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC—R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC—R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC—R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.

Season of Birth and Intelligence in Samples of Exceptional Children

1981 ◽  
Vol 49 (2) ◽  
pp. 649-650 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
Learning Disabilities ◽  
Statistical Analysis ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Season Of Birth ◽  
Exceptional Students ◽  
Disabled Children ◽  
Exceptional Children ◽  
The Relationship

The relationship between season of birth and intelligence was studied utilizing a group of 923 exceptional students, including 213 gifted, 302 mentally retarded, and 408 learning disabled children. The statistical analysis indicated that the areas of exceptionality and season of birth are not independent of one another. The significance was attributed to the subjects with learning disabilities.

Relations of Cognitive Functions Associated with the Frontal Lobes and Learning Disorders in Children

1996 ◽  
Vol 79 (1) ◽  
pp. 323-333 ◽  
Author(s):  
James N. Wolfe
Keyword(s):  
Cognitive Processes ◽  
Cognitive Functions ◽  
Learning Disabled ◽  
Frontal Lobes ◽  
Academic Skills ◽  
Learning Disorders ◽  
High Demand ◽  
New Information ◽  
Relationship Of ◽  
The Relationship

Various cognitive processes associated with the frontal lobes and their influence upon learning and learning disorders in children were investigated. Subjects were 29 7- to 12-yr.-old boys and girls. Analysis of variance suggested that, as a group, the learning-disabled children scored lower on tasks with a high demand for selective attention, ability to inhibit interference, sequential reasoning, and integration and organization of new information—cognitive functions commonly attributed to the frontal lobes. The relationship of these cognitive functions to acquisition of basic academic skills is discussed.

The Developmental Test of Visual-Motor Integration—3R and Teachers' Ratings of Written Language

1994 ◽  
Vol 79 (1) ◽  
pp. 371-374 ◽  
Author(s):  
Winston J. Hagborg ◽  
Mary Aiello-Coultier
Keyword(s):  
Socioeconomic Status ◽  
Writing Skills ◽  
Learning Disabled ◽  
Diagnostic Information ◽  
Written Language ◽  
Disabled Children ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
The Relationship

For a sample of 73 learning-disabled children, the relationship between scores on the Developmental Test of Visual-motor Integration—3rd Revision and teachers' ratings of writing skills was investigated. After statistically removing the contribution of socioeconomic status, achievement, and intelligence, only handwriting was significantly related to scores on Beery's test. Given the limited diagnostic information provided by the test, psychologists are urged to select other measures in assessing students' writing skills.

Relationship between Cognitive Tempo and Selective Attention in Learning Disabled Children

1976 ◽  
Vol 42 (1) ◽  
pp. 233-234 ◽  
Author(s):  
Elizabeth D. Heins ◽  
Daniel P. Hallaran ◽  
Sara G. Tarver ◽  
James M. Kauffman
Keyword(s):  
Selective Attention ◽  
Learning Disabled ◽  
Disabled Children ◽  
Attention In Learning ◽  
Attention Tasks ◽  
The Relationship ◽  
Cognitive Tempo

The relationship between cognitive tempo and selective attention in 29 learning disabled children was investigated. The performance of the 9 reflective and the 9 impulsive children on selective-attention tasks was compared. An examination of t tests and correlations between variables for each task showed a relationship between cognitive tempo and selective attention. This relationship was stronger for central than for incidental recall.

The Relationship between Oral Language Skills and Academic Achievement of Learning Disabled Children

1978 ◽  
Vol 1 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Patricia A. Magee ◽  
Phyllis L. Newcomer
Keyword(s):  
Academic Achievement ◽  
Oral Language ◽  
Language Skills ◽  
Learning Disabled ◽  
Disabled Children ◽  
Academic Problems ◽  
Oral Language Skills ◽  
The Relationship

The difficulties encountered by learning disabled children in the area of oral language have been recognized by many writers. It has been proposed that the academic problems experienced by many learning disabled children are closely associated with the difficulties they experience in oral language. Magee and Newcomer explore this association and delineate components of oral language in learning disabled children which relate most significantly with reading, mathematics, and spelling.

scholarly journals An Experiment on Children with Special Needs (CSWN) To Check the Effect of Exclusive Approach on Reading, Writing and Arithmetic Skills

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Mohammad Un Nisa ◽  
Madan Mohan Chell ◽  
S Rehan Ahmad
Keyword(s):  
Special Educators ◽  
School Administrators ◽  
Peer Group ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Learning ◽  
Learning Disorder ◽  
Disabled Children ◽  
Community Members ◽  
Arithmetic Skill

Everyone has a difficulty in one area or the other. Most of time, it does not interfere with day to day functioning. However, when the area of difficulty is in the cognitive region, it impedes academic learning, which is largely pegged on the 3R’s (reading, writing and arithmetic) in the current educational system. Learning disabled are those children who have normal characteristics as their peer group but lack in their academic skills, and thus they are left aside as referring them as troublesome children. It is estimated that five to fifteen school-going children are affected by learning disorder. Diagnosis of learning disabled children can help parents and teachers to provide early intervention and support services. Studies have shown that learning disabled children are in alarming condition that needs help. Learning disability may continue life-long, if not cured early. Teachers, parents, school administrators, community members, resource persons and special educators with effective modules and strategies, taking into account strength and weakness of the children help in their identification and remediation programmes. The result proved that strategies used by the investigator can be helpful for teaching the learning disabled children of elementary stage to a certain extent so as to improve their reading, writing and arithmetic skill.

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