Spelling errors are usually studied in dictations, but teachers report that children with school difficulties often make spelling mistakes when they copy a text too. The present study examines the performance on a text copying task and a text dictation task of two groups of children known for their difficulties in spelling, that is, 22 with…

Despite their ascertained neurobiological origin, specific learning disorders (SLD) often have been found to be associated with some emotional disturbances in children, and there is growing interest in the environmental and contextual variables that may modulate children's developmental trajectories. The present study was aimed at evaluating the…

This study used confirmatory factor analysis to compare one-, two-, and three-factor models of attention-deficit/hyperactivity disorder (ADHD) symptoms to determine which model is the best fit for the data. Participants were 190 clinic-referred college students who had been evaluated for ADHD, 155 of whom had received a diagnosis. Data consisted…

The reliability and validity of a revised version of the Reading History Questionnaire was examined using 84 adults from an ongoing study of familial dyslexia and the parents of 107 children from a longitudinal study of reading development. The results indicated that the questionnaire (appended to the article) is both reliable and valid. (Contains…

An assessment of foundation processes was administered to 51 Scottish children with reading difficulties and to 56 reading-level-matched controls. Results suggested the foundation is in place by the reading age of 7 years and that foundation-level dyslexia is identifiable in children with reading difficulty whose reading ages fall below this…

This introductory article describes following articles that present a variety of models of medication monitoring that can be carried out to ensure that when medication is used to treat attention disorders in children, it is used effectively and safely. Implications for persons working with children with attention deficits are discussed. (CR)

This article argues that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It is mathematically demonstrated that the regression-based discrepancy method largely reflects…

This article evaluates conclusions in Van den Broeck's article (2002) that argue the regression-based discrepancy method (RDM) used in learning disabilities diagnosis is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It concludes acceptable models support the…

This article responds to a critique by Willson and Reynolds (2002) that argued for the use of the regression-based discrepancy method (RDM) for identifying learning disabilities. It argues the statistical and theoretical counterarguments are based on a misreading of the statistical models presented. (Contains 8 references.) (Author/CR)

Comparison of rapid automatized naming in 136 children and youth with primary language disorders and 2,450 typical children and youth found naming time (but not accuracy) differed significantly between groups, especially in the color-shape naming task. Findings indicate that the requirements for two-dimensional, continuous naming resulted in…

A controlled, double-blind study used the drug pemoline or a placebo in the management of hyperkinetic behavior with 413 children between 6 and 12 years of age diagnosed as having minimal brain dysfunction. (Author/DB)

One-hundred children (mean age 10 years) who had been referred to an interdisciplinary learning disabilities group were described on the bases of physical and neuropsychological status, intelligence, level of reading and school achievement, and family background. (Author)

The article summarizes a series of articles concerning acquired cerebral trauma. Reviewed are technological advances, treatment, assessment, potential innovative therapies, long-term outcome, family impact of chronic brain injury, and prevention. (DB)

Examines the assumption that the parvocellular system is suppressed by the magnocellular system during saccadic eye movements and that this visual deficit is associated with dyslexia. Evidence from six studies indicates the magnocellular system is suppressed during saccadic eye movements, disproving the magnocellular deficit theory of dyslexia.…

Evaluated are four commercial programs and one technique for use with learning disabled children: the KeyMath Diagnostic Arithmetic Test, Learning by Doing, the Peabody Rebus Reading Program, Jumping Up and Down, and the use of a stopwatch. (DB)