NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
The IQs of Children with ADHD Are Normally Distributed.
Peer reviewed Peer reviewed
Kaplan, Bonnie J.; Crawford, Susan G.; Dewey, Deborah M.; Fisher, Geoff C. – Journal of Learning Disabilities, 2000
The vocabulary and block design short forms of the Wechsler Intelligence Scale for Children-Third Edition were administered to 63 children with attention deficit hyperactivity disorder (ADHD), 69 children with reading difficulties (RD), and 68 children with comorbid ADHD and RD. No significant differences were found. (Contains references.)…
Descriptors: Attention Deficit Disorders, Children, Cognitive Ability, Intelligence Differences
Cognitive Functioning as Measured by the WISC-R: Do Children with Learning Disabilities Have Distinctive Patterns of Performance?
Peer reviewed Peer reviewed
D'Angiulli, Amedeo; Siegel, Linda S. – Journal of Learning Disabilities, 2003
Data from 143 children with reading disabilities (RD), 100 with arithmetic disabilities (AD), and 121 controls (ages 6-16) found the RD and AD groups had significantly lower scores on all verbal IQ subtests. Many also showed significant differences between verbal and performance IQ scores, but so did many controls. (Contains references.)…
Descriptors: Disability Identification, Elementary Secondary Education, Intelligence Differences, Intelligence Quotient
Differential Genetic Etiology of Reading Disability as a Function of IQ.
Peer reviewed Peer reviewed
Wadsworth, Sally J.; Olson, Richard K.; Pennington, Bruce F.; DeFries, John C. – Journal of Learning Disabilities, 2000
Composite reading performance data from 223 pairs of identical twins and 169 same-gender fraternal twins in which at least one member was classified with reading disability were subjected to multiple regression analysis. Results indicated that the genetic etiology of reading disability differs as a linear function of IQ. (Contains extensive…
Descriptors: Biological Influences, Children, Disability Identification, Environmental Influences
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