Forward and backward digit span difficulties in children with specific learning disorder

Giofrè, David; Stoppa, Ernesto; Ferioli, Paolo; Pezzuti, Lina; Cornoldi, Cesare

doi:10.1080/13803395.2015.1125454

Cited by 44 publications

(25 citation statements)

References 30 publications

(42 reference statements)

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“…attention-deficit hyperactivity disorders, developmental coordination disorder, specific language impairment) were not included in the dataset. Some cases analyzed here (for a total of 864 cases) had been examined in previous studies (Cornoldi et al, 2014;Giofrè & Cornoldi, 2015;Giofrè, Stoppa, Ferioli, Pezzuti, & Cornoldi, 2016), but none of the analyses discussed in this paper were the object of said previous publication. Cramer`s V = .20.…”

Section: Methodsmentioning

confidence: 99%

Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder

Toffalini

Giofrè

Cornoldi

2017

Clinical Psychological Science

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The consideration of intelligence has always been crucial for the diagnosis of specific learning disorders (SLDs). In particular, the hypothesis of a discrepancy between normal to high general intellectual abilities and poor academic achievement has traditionally been stressed (Mercer, Jordan, Allsopp, & Mercer, 1996). However, the traditional view of SLD has been criticized (e.g., Siegel, 1988). First of all, the dimensional distribution of academic and intellectual performances (i.e., a continuum of severity with no break points) has been emphasized, raising doubts on the use of specific cut points (Francis et al., 2005; see also Branum-Martin, Fletcher, & Stuebing, 2013). Another criticism concerns the fact that the discrepancy hypothesis treats intelligence as a unitary construct, contrasting a single, overall measure of intelligence (e.g., the full-scale intelligence quotient [FSIQ]) with achievement measures. However, many formulations of the construct of intelligence suggest that it can be better accounted for by considering different aspects (Carroll, 1993). Particularly in the case of children with SLD, using a battery of intelligence tests can help to detect strengths and weaknesses that could not emerge when a unitary IQ is considered (Giofrè & Cornoldi, 2015). In this respect, the different factor scores obtained using the Wechsler Intelligence Scale for Children-IV (WISC-IV; Wechsler, 2003)-that is, the most widely used tool for assessing children intelligence in the Western countries (Evers et al., 2012)-can be useful. Recent research has shown that the intellectual profile of children with SLD differs from that of typically developing (TD) children. In particular, it has been shown that

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Section: Methodsmentioning

confidence: 99%

Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder

Toffalini

Giofrè

Cornoldi

2017

Clinical Psychological Science

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“…The data were selected from a larger dataset including the WISC-IV profiles of 1,414 children with different subtypes of learning disorder. Subsets of the entire dataset were analysed in previously published articles (Cornoldi, Orsini, Cianci, Giofrè, & Pezzuti, 2013;Giofrè & Cornoldi, 2015;Giofrè, Stoppa, Ferioli, Pezzuti, & Cornoldi, 2016;Giofrè, Toffalini, Altoè, & Cornoldi, 2017;Toffalini, Giofrè, & Cornoldi, 2017a;Toffalini, Pezzuti, & Cornoldi, 2017), but none of the analyses discussed in this paper were the subject of said previous reports. All data were provided by licensed psychologists with expertise in learning disabilities, working in clinical centres located in eight major Italian regions.…”

Section: Participantsmentioning

confidence: 99%

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

et al. 2019

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Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC‐IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed.

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“…Regarding studies using WISC‐IV, findings showed lower scores in Working Memory Index (WMI) and Processing Speed Index (PSI) in children with ADHD (Mayes & Calhoun, ) and SLD (Cornoldi, Orsini, Cianci, Giofrè & Pezzuti, ; De Weerdt, Desoete & Roeyers, ; Giofrè, Stoppa, Ferioli, Pezzuti & Cornoldi, ; Peng, Conqying, Beilei & Sha, ; Schuchardt, Maehler & Hasselhorn, ; Toffalini, Pezzuti & Cornoldi, ; Willcutt et al ., , ).…”

Section: Introductionmentioning

confidence: 99%

Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD)

Faedda

Romani

Rossetti

et al. 2019

Scandinavian J Psychology

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Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Scandinavian Journal of Psychology, 60, 440-446.Several studies have shown neuropsychological deficits across multiple domains in attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD), but differences and similarities between these disorders have been little considered. We were interested in analyzing the intellectual and executive profiles in a sample of children and adolescents, divided according to the diagnosis into the ADHD group and the SLD group, and in identifying the differences and similarities between these disorders. The sample included two clinical groups: the first included 36 children and adolescents with a diagnosis of ADHD (5-15 years; mean = 9.42; SD = 2.22) while the second included 36 children and adolescents with a diagnosis of SLD (7-15 years; mean = 9.43; SD = 2.25). The WISC-IV was used to measure intellectual ability and the NEPSY-II was employed to measure executive functions. The results showed that the SLD group had significantly higher scores than the ADHD group on the NEPSY-II in the inhibition, cognitive flexibility, short-term verbal memory and verbal working memory domains. The ANCOVA showed differences regarding the FSIQ of WISC-IV, in that the SLD group obtaining higher scores than ADHD group. Findings showed that ADHD children are more impaired than SLD children, in particular in cognitive inhibition, cognitive flexibility, verbal memory, working memory and intellectual functioning. The recognition of the strengths and weaknesses of children and adolescents with ADHD and SLD allows to outline an educational and clinical intervention focused on their specific executive and intellectual functioning.

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Forward and backward digit span difficulties in children with specific learning disorder

Cited by 44 publications

References 30 publications

Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder

Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD)

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