To learn and master new concepts, including the acquisition of new vocabulary, students must be able to sustain attention during direct instruction, stay focused throughout the guided practice activity, and successfully complete the independent practice assignments. Yet, difficulty with maintaining attention is a common characteristic for students…

Children with learning disorders (LD) are at increased risk for a host of psychosocial problems, including Attention Deficit Hyperactivity Disorder (ADHD) (e.g., Bouffard, Roy, & Vezeau, 2005; Elksnin & Elksnin, 2004; Greenham, 1999; Michaels & Lewandowski, 1990; Sideridis, Morgan, Botsas, Padeliadu & Fuchs, 2006; Weiner &…

In a sample of 235 families with at least two children with Attention-Deficit/ Hyperactivity Disorder (ADHD), the frequency and familial association of learning disabilities (LD) were assessed. Familiality was examined both between sibling pairs and between parents and their children. Two methods for defining LD, a discrepancy-based and a…

The author presents a "working model" approach to use with parents in explaining the nature of their reading/learning disabled child's problem, with particular emphasis on medication intervention. Ten misconceptions regarding attentional deficit disorder (ADD) are addressed: (1) a neurological examination and a brain wave test are essential in…

Examines the trend of using Attention Deficit Disorder (ADD), commonly known as hyperactivity, to classify students as learning disabled (LD). Notes that ADD characteristics are frequently observed in children with reading problems, and argues that misclassifying students as LD denies them appropriate reading instruction. (MM)

The neuropsychological underpinnings of Attention Deficit Hyperactivity Disorder (ADHD) and Reading Disability (RD) and their comorbidity may be studied usefully with the double dissociation design. The results of studies using the double dissociation method may be linked to the search for an endophenotype of ADHD and RD and their comorbidity.…

Hyperactive boys (N=20) recalled fewer words and showed less category organization than reading-disabled and normal boys. Rather than lacking the skill to use semantic organization as a strategy in free recall, hyperactive boys had difficulty in spontaneously generating the strategy and in sustaining sufficient effort to task completion.…

The paper traces the development of an integrated model of cognition stemming from Soviet neuropsychology and reviews recent research on simultaneous and successive syntheses. Implications for mental retardation, learning disability, hyperactivity, and reading disability are given. (Author/CL)

The behavior ratings and psychometric profiles of children with attention deficit disorders (ADD) and children with developmental reading disorders (DRD) were compared. DRD children were more impaired in academic attainment and showed evidence of qualitative disturbances in reading and spelling. ADD children showed no qualitative reading or…

The effects of color on the reading recognition and comprehension of 3 students (ages 10 to 11) with learning disabilities and attention deficit hyperactivity disorder were assessed in 2 studies using a single-subject design. Color did not enhance sight-word learning; however, for longer reading comprehension tasks, color had an immediate positive…

Administered temporal order judgment and discrimination tasks to children with reading disabilities (RD), with attention deficit hyperactivity disorder, with both disorders, or with neither. Found that RD children showed no specific sensitivity to the interstimulus interval and performed worse than non-RD children on speech but not nonspeech…

Most past research findings suggest that phonological deficit is unique to developmental dyslexia insofar as alphabetic languages are concerned. The present study investigated the existence of any similar unique reading-related cognitive deficits associated with developmental dyslexia in a nonalphabetic script, Chinese. The pattern of comorbidity…

Evaluation of 86 medical students and physicians, referred for possible learning problems, found that most subjects had either a learning disability or attention deficit-hyperactivity disorder (ADHD); 21 subjects had a reading learning disability; and 15 had both a reading disability and ADHD. Sequential information processing appeared to be the…

The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities,…

Learning disabilities (LD) are common in clinical disorders, but no study has compared the relative prevalence in referred children with different diagnoses. Our sample comprised 949 children (6 to 16 years). LD percentages were highest for bipolar disorder (79%), ADHD combined type (71%), autism (67%), ADHD inattentive type (66%), and spina…