Cognitive distinction of students with specific learning disorder versus students with learning problem: The roles of working memory, processing speed and problem solving

The present study analyzes whether and how the most common diagnoses within the specific learning disorder (SLD) category are characterized by different intellectual profiles. The issue is relevant to the current debate on the unitary versus decomposable nature of the SLD category and may help define specific interventions. Intellectual profiles were obtained using the Wechsler Intelligence Scale for Children–IV (WISC-IV) on 1,049 children diagnosed with SLD using the ICD-10 codes. Four major subsamples were compared: reading disorder, spelling disorder, disorder of arithmetical skills, and mixed disorder of scholastic skills. The four main WISC-IV indexes (verbal comprehension, perceptual reasoning, working memory, and processing speed) were considered. Results showed that all SLD subgroups share similar weaknesses in working memory and processing speed, but they also showed that the subgroups are characterized by partly different intellectual profiles. These specificities should be considered in the definition of SLD.

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Complex syntax and working memory in children with specific learning difficulties

First Language ◽

10.1177/0142723719889240 ◽

2019 ◽

Vol 40 (4) ◽

pp. 411-436 ◽

Cited By ~ 3

Author(s):

Emily Stanford ◽

Hélène Delage

Keyword(s):

Working Memory ◽

Processing System ◽

Learning Disorder ◽

Complex Syntax ◽

Specific Learning Disorder ◽

Wh Questions ◽

Digit Recall ◽

Relationship Of ◽

The Relationship ◽

Specific Learning

Working memory (WM) limitations are frequently reported for children with specific learning disorder (SLD). However, WM capacity influences more than literacy and numeracy, as research highlights the contribution of WM to language development, in particular syntax. In this article, the authors study the effect of syntactic intervention, i.e. syntactic elements intervening between filler and gap, on comprehension in children with SLD and evaluate the relationship of this effect to WM capacity. Specifically, they assess how these children comprehend wh-questions and relative clauses. Additionally, they examine how comprehension relates to WM, measured by backward digit recall. The authors report that a subgroup of children with SLD struggle to comprehend structures containing intervention, and that WM capacity influences performance in SLD. Their conclusion is that computing a syntactic relation in which a moved object and an intervening subject share a featural specification taxes the processing system of children with SLD who have WM limitations. Thus, syntactic difficulties, although not typically associated with SLD, may form part of the SLD profile, especially when WM capacity is reduced.

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Visual working memory performance based on fixations and saccades in children with and without specific learning disorder: An eye-tracking study

Cognition Brain Behavior An Interdisciplinary Journal ◽

10.24193/cbb.2018.22.15 ◽

2018 ◽

Vol 22 (4) ◽

pp. 233-245

Author(s):

Shamim Razaghi Kashani ◽

◽

Mahnaz Akhavan Tafti ◽

Seyed Mohammad Mahdi Moshirian Farahi ◽

Mohammad Javad Asghari Ebrahimabad ◽

...

Keyword(s):

Working Memory ◽

Eye Tracking ◽

Visual Working Memory ◽

Memory Performance ◽

Learning Disorder ◽

Specific Learning Disorder ◽

Specific Learning

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Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000450 ◽

2016 ◽

Vol 44 (5) ◽

pp. 365-375 ◽

Cited By ~ 9

Author(s):

Jörg-Tobias Kuhn ◽

Elena Ise ◽

Julia Raddatz ◽

Christin Schwenk ◽

Christian Dobel

Keyword(s):

Working Memory ◽

Processing Speed ◽

Verbal Working Memory ◽

Typically Developing ◽

Cognitive Profiles ◽

Adhd Symptoms ◽

Memory Processing ◽

Numerical Processing ◽

Hyperactivity Disorder ◽

Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS. 

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Empathy and theory of mind abilities of children with specific learning disorder (SLD)

Psychiatry and Clinical Psychopharmacology ◽

10.1080/24750573.2017.1387407 ◽

2017 ◽

Vol 28 (2) ◽

pp. 136-141 ◽

Cited By ~ 1

Author(s):

Damla Eyuboglu ◽

Nurullah Bolat ◽

Murat Eyuboglu

Keyword(s):

Theory Of Mind ◽

Learning Disorder ◽

Specific Learning Disorder ◽

Specific Learning

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Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder

Research in Developmental Disabilities ◽

10.1016/j.ridd.2021.103858 ◽

2021 ◽

Vol 110 ◽

pp. 103858

Author(s):

Maria Cristina Matteucci ◽

Annalisa Soncini

Keyword(s):

University Students ◽

Self Efficacy ◽

Well Being ◽

Learning Disorder ◽

Psychological Well Being ◽

Specific Learning Disorder ◽

Specific Learning

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Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece

Brain Sciences ◽

10.3390/brainsci11050602 ◽

2021 ◽

Vol 11 (5) ◽

pp. 602

Author(s):

Eleni Bonti ◽

Sofia Giannoglou ◽

Marianthi Georgitsi ◽

Maria Sofologi ◽

Georgia-Nektaria Porfyri ◽

...

Keyword(s):

Adult Population ◽

Relevant Literature ◽

Well Being ◽

Demographic Characteristics ◽

Self Report ◽

Learning Disorder ◽

Northern Greece ◽

Everyday Functioning ◽

Specific Learning Disorder ◽

Specific Learning

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals’ well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this “vulnerable” population with their life struggles.

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Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

Behavioral Sciences ◽

10.3390/bs11070103 ◽

2021 ◽

Vol 11 (7) ◽

pp. 103

Author(s):

Elisabetta Lombardi ◽

Daniela Traficante ◽

Roberta Bettoni ◽

Ilaria Offredi ◽

Mirta Vernice ◽

...

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Learning Difficulties ◽

Well Being ◽

Control Group ◽

Learning Disorder ◽

School Students ◽

Specific Learning Disorder ◽

The Impact ◽

Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

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Specific Learning Disorder among Primary School Children of Sarai Alamgir

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1092 ◽

2021 ◽

pp. 1-10

Author(s):

Noreena Kausar ◽

Nadia Farhat ◽

Fauzia Maqsood ◽

Hafsa Qurban ◽

Admin

Keyword(s):

Primary School ◽

Diagnostic Criteria ◽

School Children ◽

Learning Disorders ◽

Primary School Children ◽

Learning Disorder ◽

Cross Sectional ◽

Reading And Writing ◽

Specific Learning Disorder ◽

Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

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