Search results for "Learning disability"
showing 10 items of 67 documents
Predicting Reading Disability: Early Cognitive Risk and Protective Factors
2013
This longitudinal study examined early cognitive risk and protective factors for Grade 2 reading disability (RD). We first examined the reading outcome of 198 children in four developmental cognitive subgroups that were identified in our previous analysis: dysfluent trajectory, declining trajectory, unexpected trajectory and typical trajectory. We found that RD was unevenly distributed among the subgroups, although children with RD were found in all subgroups. A majority of the children with RD had familial risk for dyslexia. Second, we examined in what respect children with similar early cognitive development but different RD outcome differ from each other in cognitive skills, task-focused…
The Many Faces of Special Education Within RTI Frameworks in the United States and Finland
2015
Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of good Programme for International Student Assessment (PISA) results. The results of the present comparative article showed first, that the U.S. RTI was primarily intended for diagnosing and preventing learning disabilities whereas the Finnish RTI is mainly an administrative structure for support. Second, the U.S. RTI includes clear definitions regardin…
MOTOR COORDINATION DIFFICULTIES IN CHILDREN WITH LEARNING DISABILITIES
2016
Nowadays increasing the number of children with learning disabilities in comprehensive schools of Latvia, so it is necessary preventive measures during schooltime. One of the support measures are short movement activity in academic lessons. The aim of article is theoretical analyze the correlations between motor coordination difficulties and the child's academic achievement and find out primary school teachers' views on possible support for children with learning disabilities. Main findings – development of motor coordination in children of primary schools is effective when using short movement breaks in classroom. Research methods: analysis of scientific and methodological literature, a su…
Naming speed and Effortful and Automatic Inhibition in Children with Arithmetic Learning Disabilities
2009
Abstract We report a two-year longitudinal study aimed at investigating the rate of access to numerical and non-numerical information in long-term memory and the functioning of automatic and effortful cognitive inhibition processes in children with arithmetical learning disabilities (ALDs). Twelve children with ALDs, of age 9.3 years, and twelve gender–age-matched controls were involved in the study. Rate of access was measured through digit- and letter-naming tasks, automatic cognitive inhibition was measured using a negative priming paradigm, and effortful cognitive inhibition was measured rating intrusion errors in a working memory task. Children with ALDs suffered from a deficit in the …
Training of Attention in Children With Low Arithmetical Achievement
2014
This study focuses on the role of attentional processes in arithmetical skills and examines if training of basic attentive skills may improve also working memory abilities reducing arithmetic difficulties. In order to study the efficacy of attentional treatment in arithmetic achievement and in enhancing working memory abilities a test-treatment-retest quasi experimental design was adopted. The research involved 14 children, attending fourth and fifth grades, with Arithmetical Learning Disabilities (ALD) assigned to experimental and control conditions. The numerical comprehension and calculation processes were assessed using the ABCA battery (Lucangeli, Tressoldi, & Fiore, 1998). Attenti…
Selecting between Competitors in Multiplication Tasks: An Explanation of the Errors Produced by Adolescents with Learning Difficulties
1997
Two experiments were conducted in order to determine the nature of the difficulties encountered by learning disabled (LD) adolescents in the resolution of multiplication problems ( a b, where a and b vary between 2 and 9). A response production task (Experiment 1) revealed that the incorrect responses generally belonged to the table of one of the two operands, and that the order of difficulty of the problems was the same for the LDs as for normal children, adolescents, and educated adults as reported in the literature. This result suggests that the difficulties are not solely due to memory problems. Experiment 2 tested the hypothesis that these difficulties were caused by a problem in inhi…
El síndrome del cromosoma X Frágil: fenotipo conductual y dificultades de aprendizaje
2015
In this article, we describe the behavioral phenotype of individuals with Fragile X Syndrome and its impact in the educational scope. This syndrome is characterized by difficulties in sensory integration, cognitive deficits (verbal reasoning, abstract/ visual and cuantitative skills, short term memory, sequential processing, attention and executive processes), language disorders (phonetic-phonologicals, semanticals, morphosyntacticals and pragmaticals) and communication disorders, social anxiety, general hyperarousal, autism, non autistic social difficulties, attention deficit and hyperactivity, and learning disabilities. The behavioral phenotype is highly variable and depends on sex, age, …
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students With Learning Disabilities
2012
This study investigated the effectiveness of Solve It! instruction on students’ knowledge of math problem-solving strategies. Solve It! is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade students with LD ( n = 77) and average-achieving students ( n = 77). We examined treatment effects of the intervention, as well as differential effects of treatment across ability levels, on students’ knowledge of problem-solving strategies using the Math Problem-Solving Assessment. Results showed that students across ability levels who received Solve It! instruction rep…
Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers
2017
The purpose of this study was to investigate the knowledge, misconceptions, and knowledge gaps of Peruvian pre-service teachers (PSTs) and in-service teachers (ISTs). To do so, 112 PSTs and 113 ISTs completed the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). Results show that ISTs scored significantly higher than PSTs. Moreover, misconceptions and lack of information were higher in PSTs. The most noteworthy misconceptions were that dyslexia is due to poor visual perception and that letter or word reversals are the most important criterion in the identification of dyslexia. Age, years of teaching experience, prior exposure to a child with dyslexia, and self-efficacy were …
Correlations between Reading Disabilities and Learning Disabilities
2015
The article is devoted to reveal correlations between reading disabilities and learning disabilities. These problems need to be explained and teachers need to have reasonable solutions. Number of school-children with learning disabilities is increasing and teacher is not able to find the best and most precise ways of diagnostics and treatment/intervention. Causes of learning disabilities are different: brain damage or distorted functioning of it; auditory or visual perception and operating problems; language acquisition or processing problems etc. Symptoms are mostly noticed in the main areas – reading, writing and mathematics. Reading disabilities are one of the most obvious and serious pr…