The Neuropsychology of Reading and Written Language Disorders

Feifer, Steven G.

doi:10.1037/e640172009-011

Cited by 7 publications

(9 citation statements)

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“…It was also around this time that researchers began to examine the neurological bases of behavioral disorders and learning disabilities 10 . Today there is solid neurobiological evidence for attention‐deficit hyperactivity disorder (ADHD), disorders of reading, written language, and mathematics as well as pervasive developmental disorders such as Asperger's syndrome 11–17 . Common psychiatric conditions that present with significant neuropsychological abnormalities include schizophrenia, obsessive‐compulsive disorder, unipolar depression, and bipolar affective disorder 18–24 .…”

Section: Clinical Neuropsychology: a Brief Historymentioning

confidence: 99%

Developments in Clinical Neuropsychology: Implications for School Psychological Services

Cleary¹,

Scott²

2010

Journal of School Health

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Schools are being asked to support the physical, cognitive, and emotional development in students, particularly those identified with chronic physical and mental health challenges. Dissatisfaction with minimal screenings, the growing awareness of the neurology of learning disorders, and the passage of the Individuals With Disabilities Education Improvement Act of 2004 obliges all school-based mental health providers to consider how to fully integrate the tools of clinical neuropsychology into school-based psychological services.

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Section: Clinical Neuropsychology: a Brief Historymentioning

confidence: 99%

Developments in Clinical Neuropsychology: Implications for School Psychological Services

Cleary¹,

Scott²

2010

Journal of School Health

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“…Nystrand (1989) maintains that writing is a social collaborative process interacting between the minds of the writer and reader (cited in Nathan & Abernathy, 2012). By learning to write, students learn new ways of making sense of what they have acquired (Catts & Kamhi, 2005;Feifer & De Fina, 2002). Writing gives learners the impression of getting better and makes language learning more beneficial (Al-Shourafa, 2012).…”

Section: Writingmentioning

confidence: 99%

Students’ educational level and their goal choices, self-efficacy, motivation, and writing performance

Fatemi¹,

Vahidnia²

2013

IJRSE

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This study sought to survey the potential effect of Iranian EFL learners' educational level on their motivation, self-efficacy, choice of goals, and writing achievement. To conduct such a research, a group of 93 university students (MA = 38, BA = 55) took part. The study was implemented in two levels. At level one, students' goal choice was surveyed by presenting them three levels (A, B, and C) as their goals for writing in which they had the choice to select one of these levels as their choice and model. The second level was based on three questionnaires gathered from the same students prior to writing examination. The findings of the study revealed that MA learners exhibited higher level of English and General self-efficacy and motivation. In addition, MAs surpassed BAs in writing scores and selected the most challenging goal as compared to BAs who preferred to pick the easy goal.

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“…In essence, the complexity of written language is twofold, as children must not only organise and transcribe the mental representations in a motoric manner, but they must also possess the mental capacity and cognitive flexibility to formulate their own thoughts. Deficits in the organisational structures of language can be due to a wide range of cognitive processes, including poor attention skills, limited vocabulary development, poor working memory skills, or faulty executive functioning skills (Feifer & Defina, 2002).…”

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confidence: 99%

The Impact of Executive Functions on the Written Language Process: Some Evidence From Children With Writing Disabilities

Alevriadou

Giaouri

2015

J. Psychol. Couns. Sch.

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Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive Functions (Simos et al., 2007) in a sample of 50 Greekspeaking, 5th-grade students with writing disabilities. The results of our study indicated that there were significant Pearson correlations ranging from .35 to .44 between executive functions and written expression. Furthermore, regression analysis showed that the subscales of the Test of Executive Functions had significant predictive power for spelling correctness and correction of jumbled sentences. Further implications of these findings for a school-based neuropsychological evaluation and planning of individualised educational interventions are discussed.

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The Neuropsychology of Reading and Written Language Disorders

Cited by 7 publications

References 0 publications

Developments in Clinical Neuropsychology: Implications for School Psychological Services

Developments in Clinical Neuropsychology: Implications for School Psychological Services

Students’ educational level and their goal choices, self-efficacy, motivation, and writing performance

The Impact of Executive Functions on the Written Language Process: Some Evidence From Children With Writing Disabilities

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