Though several studies have been undertaken to explore the correlates of academic achievement, there is a dearth of studies relating to the cognitive profiles of children who show marked discrepancies between their cognitive potential and actual academic achievement. The present study was undertaken in this context. The study was conducted on a…

The number of students with learning disabilities in post-secondary institutions has grown substantially, and those with dyslexia compile the largest subgroup. This study explores the utility conceptualization of dyslexia by analyzing the subjective experiences of 30 students from two 2-year institutions. Interviews confirmed that these students…

In conventional classroom driven instructor training, disabled student achieved low personality & motivation, more mental load due to lack of practical learning and unsuitable usage of learning material through different simulated contexts. Therefore, intent of proposed study is to integrate microworld game-based learning to different learning…

The study examined differences between 57 learning disabled (LD) and 24 non-LD college students on measures of psychoeducational assessment. In addition, differences between LD students with good and poor academic performance were studied, and coping strategies were identified for both sub-groups. A variety of standardized tests were administered…

Sex differences between 27 learning disabled (LD) girls and 75 LD boys (all elementary school age) were examined on psychological, academic, and cognitive style measures. LD girls were found to be verbally inferior, less capable of abstract thinking, more field dependent, and more impulsive than the boys. (Author/SBH)

The article examines the characteristics of students with both learning disabilities and giftedness. Typical traits of this population are considered in terms of measured IQ, academic achievement, cognitive skills, interests, creativity, personality, and learning styles. (CL)

Locus of control had substantial overlap with intelligence, but not with achievement. Analysis suggested that cognitive style and locus of control did not make an appreciable addition to the prediction by IQ scores alone of achievement in second and third grade learning disabled females. (Author)

The relationship between academic performance and cognitive tempo as measured by the Matching Familiar Figures Test (MFF) was investigated in 66 learning disabled children (ages 7 to 12 years). Results of a simple correlation analysis indicated the test to be a sensitive predictor of achievement; however, this relationship was substantially…

Academic effects of confluent education strategies (instructional modes integrating cognitive and affective concerns) on learning-disabled high school students (N=120) included significant gains in word recognition, reading comprehension, mathematical computation, and problem solving. Behavioral changes included decreased hurtful actions and…

This study attempts to obtain evidence of the construct validity of pupil ability tests hypothesized to represent orientation to right, left, or integrated hemispheric function, and of teacher observation subscales intended to reveal behaviors in school setting that were hypothesized to portray preference for right or left brain function. (Author)

Assessment of 60 children (ages 9-15) with learning disabilities resulted in a group with relatively intact visual planning and mental flexibility skills and a group clearly dysfunctional in these areas. Comparison of the two subtypes on measures of academic skills, visual memory, visual-motor integration, and motor speed indicated significant…

Describes the Instrumental Enrichment (IE) program, a three-year series of problem-solving tasks and exercises that are grouped in 14 areas of specific cognitive development called instruments rather than lessons. The aim of IE is to transform the retarded performer's behavior from a passive and dependent cognitive style to that of an active,…

Four groups of 7- to 10-year-old girls (N=37), who were either (1) hyperactive, (2) reading disabled, (3) hyperactive and reading disabled, or (4) solely attention disordered, were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Among findings were significant sex differences across…

The article reviews recent theoretical and empirical research related to the role of communication in effective strategy training for instilling stable and general cognitive strategic skills in learning disabled students. Among implications discussed is the need for increased focus on the interactional dynamics of the strategy training situation…

The article provides an overview of a special topical issue on information processing as it relates to learning disabilities. Components of information processing theory are described, a model of information processing is presented, and subsequent articles in the special issue are summarized. (JW)