The double-deficit theory of reading disability (Wolf & Bowers, 1999) was examined in a sample of 56 reading-disabled and 45 normal-reading elementary school children (aged 8 to 11). As hypothesized, the two groups differed markedly on all phonological analysis tasks and on rapid continuous naming of digits and letters (the double deficits), but they differed as well on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except perceptual organization. Within the reading-disabled (RD) sample, children in the double-deficit subgroup were no more impaired in reading and spelling than those with a single deficit in phonological analysis, and those with a single deficit in rapid naming were no more impaired than those with neither deficit. Multiple regression analyses suggest that a multiple causality theory of RD is more plausible than a double-deficit theory.
Sixty children with dyslexia (41 boys, 19 girls; ages 9 to 13) were enrolled in a 10-week summer tutoring program that emphasized word-building skills. They were randomly and blindly assigned to receive either placebo or piracetam, a purportedly memory-enhancing drug that has been reported to facilitate reading skill acquisition. The children were subtyped as "dysphonetic" or "phonetic" on the basis of scores from tests of phonological sensitivity and phoneme-grapheme correspondence skills. Of the 53 children who completed the program, 37 were classified as dysphonetic and 16 as phonetic. The phonetic group improved significantly more in word-recognition ability than the dysphonetic group. Overall, the children on medication did not improve more than the nonmedicated ones in any aspect of reading. The phonetic subgroup on piracetam gained more in word recognition than any subgroup but did not improve significantly more than the phonetic subgroup on placebo. Results are discussed in relation to findings from previous studies of piracetam in children with dyslexia.
The discriminant and concurrent validity of the Gordon Diagnostic System (GDS) was investigated in 29 youngsters categorized into "normals" or "ADHDs" based on teacher ratings. The results failed to demonstrate the discriminant validity of any GDS score regardless of the behavior rating used. The Vigilance Correct and Vigilance Omission scores were significantly correlated with ADHD Rating Scale scores completed by teachers. The sample size in the study demands cautious interpretation of these results; however, the authors suggest the continued use of multiple behavior ratings by teachers as the "gold standard" for the classification of youngsters with a subpected Attention-deficit Hyperactivity Disorder.Attention-deficit Hyperactivity Disorder (ADHD) is one of the most common referrals made to pediatricians, pediatric neurologists, child psychiatrists and psychologists, and family practitioners (Biederman, Newcorn, & Sprich, 1991). The prevalence of ADHD has been estimated at 6% (Anderson, Williams, McGee, & Silva, 1987) and 9% (Bird et al., 1988). Also, Barkley (1991) suggested that the disorder is one of the most researched of all childhood psychiatric disorders.The symptom triad includes overactivity, impulsivity, and poor sustained attention (Barkley, 1991), but there are difficulties in operationalizing symptoms (Barkley, 1988). Deciding which dimensions are relevant and which behaviors are representative in the natural environment are important questions. In a recent review of the literature, Barkley (1991) concluded that a thorough assessment should include direct observations of ADHD symptoms in their natural setting. However, since such an approach often is not feasible, Barkley argued for a combination of analogue observations of ADHD behavior (e.g., in a clinic playroom, in a restricted academic setting), along with parent/ teacher ratings and continuous performance tests (CPT). Similarly, although Gordon (1986) advocated lab measures (LM) utilizing CPT paradigms, he advised against the singular use of any method (e.g., clinical judgment, rating scales, IQ factors). With the increasing use of computerized CPT lab measures, Barkley (1991) warned against claiming a lab measure as the true "gold standard'' for ADHD, as contrasted to ratings or observations in a natural setting. Barkley urged the use of parent and teacher ratings of ADHD symptoms as criteria by which to judge the concurrent validity of CPT lab measures.CPTs have been found to distinguish between ADHD and normal children (Breen,
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.