Subtypes of Learning Disabilities in Adolescents and Adults

Shafrir, Uri; Siegel, Linda S.

doi:10.1177/002221949402700207

Cited by 57 publications

(51 citation statements)

References 39 publications

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“…This finding is consistent with the adult literature on the persistence of phonological deficits in RD samples (e.g., Bruck, 1990;Shafrir & Siegel, 1994;Snowling et al, 1997;Wilson & Lesaux, 2001). The results for Hypothesis 1 also provided support for the persistent nature of naming speed deficits in adults with RD.…”

Section: Discussionsupporting

confidence: 89%

Naming Speed Deficits in Adults with Reading Disabilities

2004

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The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonological processing, and naming speed. The results indicated that both naming speed and phonological processing deficits characterized the RD group. In a regression analysis, neither naming speed nor phonological processing were important variables in explaining comprehension when reading rate was in the model. The results of the present study are mixed at best and are consistent with earlier conclusions that support for the double-deficit hypothesis of dyslexia remains limited.T here is a consensus that phonological awareness plays a critical role in reading acquisition and that for the majority of children with reading disabilities (RD), deficits in phonological processing have been identified as the core deficit (e.g., Bradley & Bryant, 1983;Stanovich, 1992). This phonological deficit hypothesis has been supported by a number of studies that have specifically identified delays in sensitivity to rhyme, alliteration, and phonemic segmentation as precursors to the development of RD (e.g., Bradley & Bryant, 1983;Lundberg & Hφien, 1989;Olson, Wise, & Rack, 1989). These findings have also been extended to adult populations. Specifically, recent research has focused on whether phonological processing skill development in children is correlated with age and reading ability and whether phonological deficits persist into adulthood. Studies have shown differences between adults with RD and typically achieving adults in phonological awareness (Bruck, 1990(Bruck, , 1992Felton, Naylor, & Wood, 1990;Shafrir & Siegel, 1994;Pennington, Van Orden, Smith, Green, & Haith, 1990; Snowling, Nation, Moxham, Gallagher, & Frith, 1997;Wilson & Lesaux, 2001), verbal shortterm memory (Pennington et al., 1990), and sound-spelling relationships (Bruck, 1990). Phonological deficits have also been found in young adults with RD attending university who had acquired age-appropriate reading skills (Wilson & Lesaux, 2001).Although the phonological deficit hypothesis is able to account for the large majority of reading impairments, there remain individuals with adequate phonological skills but poor comprehension (Wolf, 1999). Recently, a competing hypothesis, the doubledeficit hypothesis of developmental dyslexia (Wolf & Bowers, 1999, has emerged to account for this subgroup of individuals. The doubledeficit hypothesis implicates naming speed as a second, independent core deficit of RD (Wolf & Bowers, 1999. Three subtypes of individuals with RD are thus hypothesized: (a) the phonological deficit subtype, defined by a phonological deficit in the presence of average naming speed ability; (b) the naming speed deficit subtype, defined by a naming speed deficit in the presence of average phonological skills; and (c) the double-defic...

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Section: Discussionsupporting

confidence: 89%

Naming Speed Deficits in Adults with Reading Disabilities

2004

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“…Therefore, the group differences obtained in the first two phases were not due to general short-term memory problems in our poor problem solvers. Other studies (Shafrir & Siegel, 1994;Siegel & Linder, 1984;Siegel & Ryan, 1989) have shown differences in short-term memory between mathematical disabled children and a control group. However, in the latter cases, the selection of the disabled groups was based on difficulties in arithmetic calculation, and they were tested using digit span, whereas, in our study, the selection was based on problemsolving difficulties and the children (all good in vocabulary ability) were tested with word span.…”

Section: Discussionmentioning

confidence: 91%

“…This methodology has been used in a few studies, in particular by Siegel and colleagues (Shafrir & Siegel, 1994;Siegel & Linder, 1984;Siegel & Ryan, 1988), who found that children with specific difficulties in arithmetic presented memory difficulties and, in particular, relied to a lesser extent on short-term memory phonetic encoding than did control groups.…”

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confidence: 99%

Working memory and intrusions of irrelevant information in a group of specific poor problem solvers

1999

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An important body of evidence has shown that reading comprehension ability is related to working memory and, in particular, to the success in Daneman and Carpenter's (1980) reading and listening span test. This research tested a similar hypothesis for arithmetic word problems, since, in order to maintain and process the information, they require working memory processes. A group of children possessing average vocabulary but poor arithmetic problem-solving skills was compared with a group of good problem solvers, matched for vocabulary, age, and socioeconomic status. Poor problem solvers presented lower recall and a greater number of intrusion errors in a series of tasks testing working memory and memory for problems. The results obtained over a series of six experimental phases, conducted during a 2-school-year period, offer evidence in favor of the hypotheses that groups of poor problem solvers may have poor performance in a working memory test requiring inhibition of irrelevant information (Hypothesis 1), but not in other short-term memory tests (Hypothesis 2), that this difficulty is related to poor recall of critical information and greater recall of to-be-inhibited information (Hypothesis 3), that poor problem solvers also have difficulty in remembering only relevant information included in arithmetic word problems (Hypothesis 4) despite the fact that they are able to identify relevant information (Hypothesis 5). The results show that problem-solving ability is related to the ability of reducing the memory accessibility of nontarget and irrelevant information.The present study examined the relationship between working memory and arithmetic word problem solving. This issue reflects an increasing interest in the role ofcognitive abilities in problem solving (for reviews, see Passolunghi, 1995, andMayer, 1992). In the last decade, a variety oftheoretical frameworks has been proposed to describe the cognitive processes necessary to solve a word problem. Many ofthese theories focused on the comprehension and construction of a representation of the problem (e.g

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“…Shafir and Siegel (1994) examined the performance of a combined adolescent and adult sample with these same LD subtypes (i.e., AD, RD, RAD) on various cognitive and achievement measures. In general, both the RD and RAD groups exhibited significant weaknesses in phonological processing, spelling, vocabulary, and short-term memory as compared to NLD control, while the AD group's performance on word reading and vocabulary were within normal limits.…”

Section: Recognition Expression and Understanding Of Facial Expressmentioning

confidence: 99%

“…Specifically, studies using the semantic distinction of labeling their participants as either exhibiting a NVLD or an arithmetic disability have Siegel, 1994;Siegel & Ryan, 1989;Rourke, 1989Rourke, ,1993.…”

Section: Emotion and Leaming Disabilities 83mentioning

confidence: 99%

Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents With Nonverbal and General Learning Disabilities

Bloom¹,

Heath

2009

J Learn Disabil

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Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD subtypes. This study examined abilities of adolescents with NVLD, with general learning disabilities (GLD), and without LD to recognize, express, and understand facial expressions of emotion. Adolescents were grouped into those with NVLD, with GLD, and without LD using the Wechsler Intelligence Scale for Children—Third Edition (short form) and Wide Range Achievement Test—Third Edition. The adolescents completed neuropsychological, recognition, expression, and understanding measures. It is intriguing that the GLD group was significantly less accurate at recognizing and understanding facial expressions compared with the NVLD and NLD groups, who did not differ. Implications are explored with regard to the need to consider possible deficits in recognition and understanding of emotion in adolescents with LD in schools.

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Subtypes of Learning Disabilities in Adolescents and Adults

Cited by 57 publications

References 39 publications

Naming Speed Deficits in Adults with Reading Disabilities

Naming Speed Deficits in Adults with Reading Disabilities

Working memory and intrusions of irrelevant information in a group of specific poor problem solvers

Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents With Nonverbal and General Learning Disabilities

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