The student's criterion for being diagnosed with MLD (Mathematics Learning Disabilities) can be classified as low arithmetic skills and poor working memory. The goal of this research is to understand students' process of thinking through the Polya stages when tackling arithmetic problems, as it has been expounded by Dr. Polya For students who have…

This archival data study examined the relations between cognitive abilities and math reasoning for Hispanic English learner (EL) students in grades 1 through 5 with an identified learning disability. The 295 student participants were referred for an initial psycho-educational Spanish or English evaluation due to academic concerns by their school…

The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and…

The present study investigated cognitive abilities in children with difficulties in mathematics only (n = 48, M = 8 years and 5 months), combined mathematical and language difficulty (n = 27, M = 8 years and 1 month) and controls (n = 783, M = 7 years and 11 months). Cognitive abilities were measured with seven subtests, tapping visual perception,…

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, "How People Learn: Brain, Mind, Experience, and School: Expanded Edition" was published and its…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

The primary purpose of this study was to investigate the various neurocognitive processes concomitant to reading by attempting to identify various subtypes of reading disorders in a referred sample. Participants were 216 elementary school students in grades two through five who were given select subtests of the Woodcock Johnson-III Tests of…

The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and…

IQ and achievement scores were analyzed for 678 children with attention-deficit/hyperactivity disorder (ADHD; 6-16 years of age, IQ=80) administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; n=586) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV, n=92). Approximately 76% of children in both samples…

Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential…

Few studies have examined the ability of individuals with learning disabilities, in general, or with Down syndrome, specifically, to discriminate speech. The purpose of this study was compare the speech discrimination abilities of eight children with Down syndrome (aged 5.7 to 12.8 years) to seven nonverbal mental-age matched controls (aged 4.0 to…

A study synthesized findings of 41 studies that compared children with and without learning disabilities in reading on immediate-memory performance. Results indicate children with learning disabilities were distinctly disadvantaged compared to average readers when memory manipulations required the naming of visual information and task conditions…

This study attempted to determine whether children with the combined subtype of attention-deficit/hyperactivity disorder (ADHD) have impairments in cognitive functioning and motor skills. The specific effect of the comorbidity of learning disabilities (LD) was also investigated. A battery of cognitive tests was administered to 26 children with a…

Investigated how working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit and whether limitations in enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. Results suggest that learning-disabled suffer generalized working…

Examined research into the memory deficit of retarded readers within a working memory framework. Results showed fairly consistent evidence that reading retardation can be associated with a deficit in long-term storage of phonological information, which may affect retarded readers' ability to utilize the articulatory loop. (JAC)