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Peer reviewedBonafina, Marcela A.; Newcorn, Jeffrey H.; McKay, Kathleen E.; Koda, Vivian H.; Halperin, Jeffrey M. – Journal of Learning Disabilities, 2000
Using cluster analysis, a study empirically divided 54 children with attention-deficit/hyperactivity disorder (ADHD) based on their Full Scale IQ and reading ability. Clusters had different patterns of cognitive, behavioral, and neurochemical functions, as determined by discrepancies in Verbal-Performance IQ, academic achievement, parent…
Descriptors: Academic Achievement, Aggression, Attention Deficit Disorders, Children
Peer reviewedO'Malley, Kimberly J.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M.; Swank, Paul R. – Learning Disabilities: Research & Practice, 2002
Poor readers who met low achievement and IQ-discrepancy definitions of reading disability (n=54) were compared with non-impaired readers (n=325) on development of eight precursor and reading-related skills. Results indicate no evidence for differences between the two groups of poor readers in the development on the eight skills, with three…
Descriptors: Academic Achievement, Classification, Cognitive Development, Disability Identification
