Learning Disorders

From a sample of 1,956 adolescent delinquents referred to us by the court for physical, psychological, psychiatric, educational, and social examinations, 71 delinquents convicted of homicide were matched with 71 nonviolent delinquents by age, race, sex, and socioeconomic status (SES). These two groups were compared on the basis of these evaluations by stepwise discriminant analysis, matched pairs, two-tailed t-tests, and nonparametric tests. Adolescents who kill have a tetrad of symptoms: (1) criminally violent family members; (2) gang membership; (3) severe educational difficulties; and (4) alcohol abuse.

This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications fo...

The effect of prolonged iodine deficiency on learning and motivation was studied. One hundred male children--matched for age, socioeconomic status, and formal education--were selected from both severely iodine-deficient (SID) and mildly iodine-deficient (MID) villages. Mean urinary iodine excretion was significantly lower in the SID than in the MID group (219.84 +/- 57.52 compared with 449.14 +/- 32.31 nmol/L, P < 0.001). The serum thyroxine concentration was significantly lower (90.36 +/- 6.46 compared with 123.70 +/- 15.42 nmol/L, P< 0.001) and serum thyroid-stimulating hormone (TSH) was significantly higher in the SID group than in the MID group (6.23 +/- 0.34 compared with 4.85 +/- 0.28 mU/L, P< 0.01). The children were administered maze, verbal, and pictorial learning tasks and a test of motivation. The results showed that SID children are slow learners compared with MID children. In both groups the rate of learning over trials was superior in younger (aged 9-12 y) chi...

The SVCU scores of 179 learning-disabled children, ages 5 to 8, were compared with the scores of 120 normal children, using both the actual Space Visualization Contralateral Use (SVCU) score, and the SVCU category of “normal, suspect, or possible deficit,” in order to evaluate whether using guidelines to interpret the SVCU as a function of age enabled differentiation between normal children and children with learning disabilities. The SVCU measure clearly differentiated between groups at the younger ages, although the difference was not as clear for the older age groups. It was suggested that the SVCU score be used in conjunction with other observations of midline crossing. Alternative interpretations of the SVCU score are discussed.

EEG intrahemispheric coherences (HCohs) in the resting state in twenty-four 4 Hz frequency windows between 1 and 51 Hz were studied in 18 children with "non-verbal learning disorder" (NLD) and compared to a group of 18 children with "verbal learning disorder" (VLD). New facts were found in the NLD group. These concern hemispheric balance, expressed as left minus right (L-R) homologous HCohs: 1a). In the high frequencies (25-51 HZ) the number of long-distance HCohs, higher in the right hemisphere (RH), is lower than HCohs, which are higher in the left hemisphere (LH). A reversed interhemispheric asymmetry is seen for short distance HCohs in that band. These asymmetries are not found in the VLD group, and the tendency is even reversed. 1b). In the low frequencies (1-27 Hz) all higher HCohs are more numerous in the RH, irrespective of interelectrode distance (IED). In these bands there are no NLD-VLD group differences; 2). In NLD there is a significant inverse relat...

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.

Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing collections (i.e., non-symbolic number magnitude). Moreover, they automatically processed number magnitude when comparing the physical size of Arabic digits in an Stroop paradigm adapted for processing speed differences. Finally, no evidence was found for differential patterns of performance between MD and MD/RD children in these tasks. These findings suggest that children with mathematics learning disabilities have difficulty in accessing number magnitude from symbols rather than in processing numerosity per se.

We compared the level of agreement among four models used to diagnose learning disabilities (LD), including the simple discrepancy, intraindividual, intellectual ability—achievement, and underachievement models. The sample included 170 clinic-referred university students. The simple discrepancy model diagnosed significantly more students with LD than the other three models. The highest degree of agreement occurred between the intraindividual and intellectual ability—achievement models (70%); the lowest level of agreement occurred between the simple discrepancy and underachievement models (48%). Finally, only two of the six comparisons among the four models demonstrated significant correlations. We conclude that even when discrepancy models diagnose similar numbers of students with LD, the same students are not diagnosed across different models.