Learning Disabilities

Siegel, Linda S.

doi:10.1002/0471264385.wei0718

Cited by 17 publications

(15 citation statements)

References 154 publications

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“…This system of classifying the RD group using low achievement scores was used as there is little or no evidence to support the validity of the IQ‐discrepancy model (Fletcher et al, 1994) and the purpose was to identify children with reading problems as opposed to a reading disability per se. A cut‐off of 90 has been used previously in the research and may be a more appropriate cut‐off with this age group (Bruck, 1992; Fletcher et al, 1998; Frankenberger & Fronzaglio, 1991; Siegel & Heaven, 1986). Spelling scores were also included as an indicator of overall reading problems due to the extensive literature demonstrating that spelling is just as much an indicator of literacy and language‐based skills as reading (Burt & Fury, 2000; Kamhi & Hinton, 2000) and has been shown to be one phenotypic marker of dyslexia (Petryshen et al, 2001).…”

Section: Methodsmentioning

confidence: 99%

Neuropsychological profiles of adolescents with ADHD: effects of reading difficulties and gender

Rucklidge

Tannock

2002

Child Psychology Psychiatry

341

280

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Section: Methodsmentioning

confidence: 99%

Neuropsychological profiles of adolescents with ADHD: effects of reading difficulties and gender

Rucklidge

Tannock

2002

Child Psychology Psychiatry

341

280

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“…A cut off of SS 90 has been used previously in the research literature (Bruck, 1992;Fletcher et al, 1998;Frankenberger & Fronzaglio, 1991;Siegel & Heaven, 1986). It should be noted that this criterion is not as rigorous as that currently used to make a diagnosis of Learning Disability within the school system.…”

Section: Participantsmentioning

confidence: 99%

Reading comprehension and reading related abilities in adolescents with reading disabilities and attention‐deficit/hyperactivity disorder

et al. 2004

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Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis.

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“…The definitional issues are very complex ones and have been reviewed by Fletcher (1992), Siegel (1989aSiegel ( , 1989b, Siegel and Heaven (1986), and Vellutino (1979). In the present study, we used the definition of LD based on work by Rourke (1991); Rourke and Tsatsanis (1996); Rourke and Finlayson (1978); Rourke et al (1990);Siegel (1988aSiegel ( , 1988bSiegel ( , 1989aSiegel ( , 1989bSiegel ( , 1990aSiegel ( , 1991aSiegel ( , 1992Siegel ( , 1993aSiegel ( , 1994Siegel ( , 1998and Siegel and Heaven (1986). In this conceptualization, LD is defined as a significant problem in reading or arithmetic.…”

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confidence: 99%

Cognitive Functioning as Measured by the WISC-R

D’Angiulli

Siegel

2003

J Learn Disabil

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Patterns of performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) have been proposed as useful tools for the identification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we examined data from 121 children with typical achievement (TA), 143 children with reading disabilities (RD), and 100 children with a specific arithmetic disability (AD), ages 6 to 16 years. The results indicated that the RD and AD groups had significantly lower scores than the TA group on all the Verbal IQ subtests. Many of the children with AD and RD showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Although there were some children with LD who showed the predicted patterns, typically, 65% or more of the children with LD did not. Furthermore, a proportion of the TA group-generally not significantly smaller than that of the RD and AD groups-showed discrepancy patterns as well. Our results indicate that the patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. Therefore, it might be more profitable to base the detection of an individual's LD on patterns of achievement test scores.

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Learning Disabilities

Cited by 17 publications

References 154 publications

Neuropsychological profiles of adolescents with ADHD: effects of reading difficulties and gender

Neuropsychological profiles of adolescents with ADHD: effects of reading difficulties and gender

Reading comprehension and reading related abilities in adolescents with reading disabilities and attention‐deficit/hyperactivity disorder

Cognitive Functioning as Measured by the WISC-R

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