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Cognition in specific learning disability
The Indian Journal of Pediatrics, 2005To compare the cognition abilities of children with specific learning disability (SpLD) viz. dyslexia, dysgraphia and dyscalculia with those of non-impaired children.The study group consisted of 95 newly diagnosed SpLD children (aged 9-14 years) and the control group consisted of 125 non-impaired children (aged 9-14 years).
Sunil, Karande +4 more
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Specificity and characteristics of learning disabilities
Journal of Child Psychology and Psychiatry, 2005Background: The specificity of impairments in specific reading disabilities (SRD) and specific language impairments (SLI) has recently been questioned, with many children recruited for studies of SRD and SLI demonstrating impairments in both reading and oral language development.
Eisenmajer, Natasha. +2 more
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Specific learning disabilities
Bulletin of the Orton Society, 1977Though specific learning disabilities have probably existed as long as human learning itself, they were "discovered" only at the turn of the 19th century, and have become a pressing social problem in the developed countries only since the 1950s. As the demands on education in the developed countries increase, so does the problem these disabilities ...
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Specific Learning Disabilities
2017Abstract Specific learning disabilities are high-incidence disabilities. Subtypes include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Learning disabilities can make reading music notation a challenge and can impact academic success. Students may struggle with reading comprehension, writing skills, organization and math.
Paige Cullen Pullen +3 more
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Cognitive impulsivity in specific learning disabilities
European Child & Adolescent Psychiatry, 2005Many studies on cognitive impulsivity in learning disabled children have been criticized for their methodological limitations, and they have not dealt with the different types of learning disability. The aim of this study was to overcome these limitations and to assess if there was a significant cognitive impulsivity in reading disorder and/or spelling
Renato, Donfrancesco +2 more
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Specific Learning Disabilities
2014Abstract The term “specific learning disability” (SLD) applies to specific areas of academic learning in subjects who are intellectually normal, with normal vision and hearing, who do not have any chronic medical or mental disease, and who receive adequate education—but still do not succeed academically.
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Specific Learning Disabilities
2016This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based.
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Identifying Specific Learning Disabilities
Topics in Language Disorders, 2014Specific learning disability (SLD) identification and eligibility practices are evolving and sometimes contentious. This article describes the historical context and current status of the SLD definition, legislation, regulation, and case law related to the identification of students eligible for ...
Rebecca O. Zumeta +2 more
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The Search for Subtypes of Specific Learning Disability
Journal of Learning Disabilities, 1984This month's Topical Review discusses recent research that has attempted to divide the general population of learning-disabled children into a variety of different subtypes. The research is important because it is the first sustained attempt to deal with one of the most troublesome problems in the field: the heterogeneity of learning-disabled children.
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Specific Learning Disabilities: A Neuropsychological Perspective
International Journal of Neuroscience, 1997A dispersion in cognitive abilities is expected in normal populations. Specific learning disabilities would represent an extreme polarity in a continuum of normal cognitive dispersion. Three propositions relative to learning disabilities are advanced in the present paper.
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