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.

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.

Locus of Control and Learning Disabilities: A Review and Discussion

1982 ◽  
Vol 54 (2) ◽  
pp. 503-514 ◽  
Author(s):  
Curtis C. Dudley-Marling ◽  
Vicki Snider ◽  
Sara G. Tarver
Keyword(s):  
Learning Disabilities ◽  
Locus Of Control ◽  
Learned Helplessness ◽  
Relevant Literature ◽  
Learning Disabled ◽  
Disabled Children ◽  
External Locus ◽  
Normally Achieving ◽  
External Locus Of Control ◽  
The Relationship

It has been widely reported that an external locus of control is associated with children who experience failure. A review of the relevant literature indicates that learning disabled children, like other groups of children who have experienced failure, are more likely to exhibit an external locus of control than their normally achieving peers. In particular, learning disabled children have been found to be more likely than normally achieving students to attribute their successes, but not their failures, to external factors. The relationship of the locus of control construct to the field of learning disabilities is discussed in terms of four questions: (1) what is the relationship between locus of control and academic achievement?, (2) how is locus of control related to learned helplessness?, (3) is a change in locus of control orientation desirable?, and (4) what is the utility of locus of control for the education of learning disabled children? It is concluded that, in the course of remediation, attention should be devoted to the entire syndrome of characteristics associated with failure but within the context of academic intervention.

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.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

Referential Communication Abilities of Learning Disabled Children

1980 ◽  
Vol 3 (3) ◽  
pp. 70-75 ◽  
Author(s):  
Margaret M. Noel
Keyword(s):  
Learning Disabilities ◽  
Communication Competence ◽  
Learning Disabled ◽  
Spoken Language ◽  
Referential Communication ◽  
Communication Effectiveness ◽  
Language Function ◽  
Disabled Children ◽  
Communication Ability ◽  
General Communication

Disorders of spoken language have long been associated with learning disabilities. Recent research has focused less on linguistic characteristics and more on general communication effectiveness. This study investigated the referential communication ability of LD and non-LD elementary students. Developmental research has indicated that this language function tends to be well developed by early childhood and is a major precursor of later communication competence. Results of the present study indicated that LD students were less effective in providing descriptive information about objects than non-LD peers. Further analysis of LD communication revealed that such a lack of effectiveness was due to the LD students' limited use of labeling in their verbal descriptions.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

Intra-Individual Discrepancy in Diagnosing Specific Learning Disabilities

1980 ◽  
Vol 3 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Linda E. O'Donnell
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Specific Learning Disabilities ◽  
Behaviorally Disordered ◽  
Level Of Functioning ◽  
Physically Handicapped ◽  
The Relationship ◽  
Strength Of Association ◽  
Behavior Disordered ◽  
Specific Learning

The relationship between intra-individual discrepancy and exceptionality is studied in 248 children from grades one through six. Categories of exceptionality include children classified as: gifted/creative; sensorily impaired; behavior disordered; physically handicapped; mentally retarded; and learning disabled. The discrepancy between a child's expected level of functioning and actual level of functioning is computed by nine formulae commonly used in the field of special education. The study revealed a highly statistically significant relationship between discrepancies and exceptionalities, though a relatively low strength of association was found. The results also indicate that the intra-individual discrepancy is questionable when used as the defining characteristic of special learning disabilities; such a discrepancy is equally likely to occur in children classified as sensorily disordered, behaviorally disordered, and learning disabled.

Maternal Behavior and Family Constellation as Predictors of Social Competence in Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 80-86 ◽  
Author(s):  
Judith Horen Freund ◽  
Richard Elardo
Keyword(s):  
Learning Disabilities ◽  
Maternal Behavior ◽  
Preliminary Data ◽  
Social Relationship ◽  
Parental Behavior ◽  
Learning Disabled ◽  
Research Area ◽  
Disabled Children ◽  
Family Constellation ◽  
The Social

The extent to which the social relationship deficits exhibited by some learning disabled children might be associated with parental behavior is largely undetermined. This study is an attempt to analyze a variety of factors related to maternal behavior and family constellations in a learning disabled population. While the study suffers from a small number of subjects, the results provide preliminary data in a research area largely neglected in learning disabilities.

Comprehension of Linguistic Concepts Requiring Logical Operations by Learning-Disabled Children

1973 ◽  
Vol 16 (4) ◽  
pp. 627-636 ◽  
Author(s):  
Elisabeth H. Wiig ◽  
Eleanor M. Semel
Keyword(s):  
Learning Disabilities ◽  
Sentence Comprehension ◽  
Control Period ◽  
Preliminary Finding ◽  
First Grade ◽  
Learning Disabled ◽  
Disabled Children ◽  
Logical Operations ◽  
Analysis And Synthesis ◽  
Remedial Intervention

The comprehension of linguistic concepts requiring logical operations was compared in 32 learning-disabled and 16 achieving children. The results indicated that the learning-disabled children made significantly more errors than their controls. Comparison of the performances of learning-disabled males and females indicated no significant differences. It was concluded that children with specific learning disabilities exhibit significant deficits in their ability to comprehend linguistic concepts requiring logical operations. These deficits were interpreted to reflect impairments of abstraction and generalization and simultaneous analysis and synthesis as well as delays in logical development. Subsequently, the effect of remedial intervention was assessed in six learning-disabled, first-grade, transition-class males. The results showed no significant performance changes during a six-week control period before training. In contrast, there was a significant improvement in sentence comprehension after six weeks of remedial intervention. The preliminary finding that remedial intervention effectively improved logicogrammatical sentence comprehension indicates a favorable prognosis for the remediation of these deficits in children with learning disabilities.

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