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Neuropsychological and Behavioral Assessment of ADHD in Seven- to Twelve-Year-Old Children: A Discriminant Analysis.
Peer reviewed Peer reviewed
Pineda, David; Ardila, Alfredo; Rosselli, Monica – Journal of Learning Disabilities, 1999
A study of 62 children (ages 7 to 12) with attention-deficit hyperactivity disorder (ADHD) and 62 controls found that behavioral variables established robust, statistically significant differences between groups. Children with ADHD also scored worse on 31 out of 61 neuropsychological variables, but obtained better scores on WISC-R Comprehension…
Descriptors: Attention Deficit Disorders, Behavior Patterns, Classification, Cognitive Processes
Assessment of Children Referred for Evaluation of School Difficulties Who Have Adequate Academic Achievement Scores.
Peer reviewed Peer reviewed
Morgan, Allison E.; Singer-Harris, Naomi; Bernstein, Jane H.; Waber, Deborah P. – Journal of Learning Disabilities, 2000
Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…
Descriptors: Academic Achievement, Children, Cognitive Processes, Elementary Education
Cognitive Patterns of Children with Dyslexia: A Comparison between Groups with High and Average Nonverbal Intelligence.
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Das, J. P.; And Others – Journal of Learning Disabilities, 1994
Elementary children (n=112) comprising average IQ, high IQ, dyslexic, and normal readers were administered measures of planning, attention-arousal, simultaneous and successive processing, phonemic segmentation, and nonverbal IQ. Cognitive tasks differentiating dyslexic from normal readers were the successive processing tasks and two tasks of…
Descriptors: Articulation (Speech), Attention Control, Cognitive Processes, Decoding (Reading)
Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities with and without IQ-Achievement Discrepancy?
Peer reviewed Peer reviewed
Jimenez, Juan E.; Ortiz, Maria del Rosario; Rodrigo, Mercedes; Hernandez-Valle, Isabel; Ramirez, Gustavo; Estevez, Adelina; O'Shanahan, Isabel; Trabaue, Maria de la Luz – Journal of Learning Disabilities, 2003
A study assessed whether the effects of computer-assisted practice on visual word recognition differed for 73 Spanish children with reading disabilities with or without aptitude-achievement discrepancy. Computer-assisted intervention improved word recognition. However, children with dyslexia had more difficulties than poor readers during…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Dyslexia, Elementary Education