A study compared the reaction time and efficiency of cognitive processing on a speeded classification task, involving 43 children with attention deficit disorder/hyperactivity, 22 children with attention deficit disorder without hyperactivity, and 16 controls, aged 6-13. It was found that the children's diagnoses could not be distinguished on…

Tests of rapid serial naming, reading, spelling, general intelligence, articulation speed, and word fluency were administered to nine children with reading disabilities and rapid serial naming difficulties. Follow up 9 years later showed that difficulties in rapid naming, reading, and spelling persisted. The development of naming speed is…

Nine college students with learning/reading disabilities were compared with reading-level (RA) and chronological age (CA) contrast groups on several phonological and morphological computerized information-processing tasks. Target students showed both quantitative and qualitative differences in processing tasks. Results support the integration of…

First grade students (n=221) were tested on measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automated naming (RAN) of letters and objects, and reading. Findings indicated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of…

The purpose of this study was to examine students' understanding of and ability to interpret line graphs, using four tasks: two where students constructed a graph and two where students interpreted a given graph. The tasks were unique in that they did not simply involve the explanation of given data but included a language component that looked at…

This study assessed visual selective attention in children with attention difficulties compared to typically achieving children using the flanker task and the feature and conjunction visual search task. Results suggest that children with attention difficulties have a characteristic inability to restrict visual attention to a limited spatial area…

A heterogeneous group of 60 learning disabled children (mean age=128.8 months) and a relatively homogeneous group (mean age=111.07 months) having specific reading deficits (n=58) were compared with normal children in two studies. (Author)

The author proposes two theoretical constructs from cognitive psychology planning and limited central processing to aid understanding of the complexity and inefficiences in study performance of learning disabled (LD) children due to memory problems. Applies the constructs to memory development and instruction and provides recommendations for…

The article reports on the discussion approach for determining the learning disabled student's reasoning in response to a diagnostic test. (PHR)

The article reports research supporting a view which sees learning disabilities as resulting from the interplay between a poorly elaborated knowledge base (especially in language related domains), the biologically determined efficiencies of such processes as encoding, and the physical and social meaning attached to performance (i.e. the context).…

Eleven tests of reading comprehension, language skills, and cognitive processes were administered to 20 high school readers with learning disabilities and 20 controls. The variance on nonverbal tests was greater for the group with LD than for the controls; some individuals with learning disabilities performed as well as the controls. (Author/DB)

Results of the comparison of metacomponential functioning and knowledge acquisition of adults with either mild mental retardation or learning disabilities found that (1) knowledge base is the best predictor of metacomponential skill, (2) metacomponential orchestration differentiates the two groups, and (3) IQ mediates metacognition, but does not…

This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…

Naming speed skills of 45 dyslexic children (mean ages=8, 13, and 17) and slow learning children (mean age=10) were compared with those of normally achieving children. Results indicated that children with dyslexia and slow learners have persistent and severe problems in naming speed for all stimuli, regardless of whether the stimulus requires…

A longitudinal (from kindergarten through grade 2) study with 244 children evaluated 3 hypotheses regarding the causal relationship between phonological processing abilities and reading acquisition. The study found a bidirectional relationship between phonological processing skills and reading skills and stability in individual phonological…