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Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype
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Valdois, Sylviane; Reilhac, Caroline; Ginestet, Emilie; Line Bosse, Marie – Journal of Learning Disabilities, 2021
A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…
Descriptors: Reading Difficulties, Reading Skills, Grade 6, Phonemic Awareness
Neuropsychological Aspects for Evaluating Learning Disabilities
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Semrud-Clikeman, Margaret – Journal of Learning Disabilities, 2005
This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to…
Descriptors: Responses, Intervention, Learning Problems, Learning Disabilities
An Intervention Approach for Children with Teacher- and Parent-Identified Attentional Difficulties.
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Semrud-Clikeman, Margaret; Nielsen, Kathleen H.; Clinton, Amanda; Sylvester, Leihua; Parle, Nancy; Connor, Robert T. – Journal of Learning Disabilities, 1999
A study compared the performance of 21 children without attention-deficit/hyperactivity disorder (ADHD) and 33 children with ADHD (ages 8-12), 21 of whom participated in the initial intervention and 12 of whom received the intervention after pre- and posttesting. After completing an 18-week intervention that included attention and problem-solving…
Descriptors: Attention Deficit Disorders, Attention Span, Children, Comparative Analysis
Toward a Behavioral Model of Academic Remediation with Learning Disabled Children.
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Treiber, Frank A.; Lahey, Benjamin B. – Journal of Learning Disabilities, 1983
Characteristics of a behavioral approach to remediating academic deficits of learning disabled (LD) children are reviewed. The behavioral approach encompasses individualization and mastery learning, direct teaching, and an emphasis on measurement. (SEW)
Descriptors: Attention Span, Behavior Modification, Behavior Problems, Conceptual Tempo