Verbal rehearsal and selective attention in children with learning disabilities: A developmental lag

Tarver, Sara G.; Hallahan, Daniel P.; Kauffman, James M.; Ball, Donald W.

doi:10.1016/0022-0965(76)90101-6

Cited by 154 publications

(69 citation statements)

References 15 publications

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“…From the perspective of a developmental lag of one-and-a-half to two years in the case of LD children, put forward by some authors (Hallahan and Kneedler, 1978;Tarver et al, 1976), the following developmental aspects, mentioned by Sternberg (1984a) with regard to the metacomponents, are of importance. In the first place, the information contained in the problem would be processed more carefully and more exhaustively with the increase of age.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

“…Other investigations that have been conducted show evidence of (significant and relevant) worse performance by LD children compared to NA children, among others, by Hallahan and Kneedler (1978) ;Tarver, Hallahan, Kauffman and Ball (1976); Van Meel (1980). Melis (1981) and Van den Bos (1983) also discuss a large number of studies on this subject.…”

Section: Introductionmentioning

confidence: 94%

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Learning‐disabled children and normally‐achieving children solve visuo‐spatial problems1

Koster

Brugman

1989

European Journal of Special Needs Education

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In order to compare the performance of learning-disabled and normally-achieving children (of between nine and 11 years of age) on visuo-spatial tasks, the Raven's Progressive Matrices, the Children's Embedded Figures Test and three self-designed visuo-spatial tasks were administered. The study has been conducted within the theoretical framework of a human information-processing approach.Besides tracing quantitative differences, this study was also designed to locate quantitative differences, by means of protocol and error analyses. The results suggest a developmental lag of two years in LD children. The more complicated the task, the larger the differences in scores and task-approach between the groups.

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Section: Theoretical Frameworkmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 94%

Learning‐disabled children and normally‐achieving children solve visuo‐spatial problems1

Koster

Brugman

1989

European Journal of Special Needs Education

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“…Previous studies have investigated various aspects of attention in different populations, including children with ADHD, dyslexia, and good and poor reading skills generally (e.g. Brannan and Williams, 1987;Dykman, Ackerman and Oglesby, 1979;Fischer and Weber, 1990;Hallahan, Kauffman and Ball, 1973;Milberg, Whitman and Galpin, 1981;Pearson and Lane, 1990;Pelham, 1979;Schacher, Logan, Wachsmuth and Chajcyzk, 1988;Sykes, Douglas and Morgenstern, 1973;Tarver, Hallahan, Kauffman and Ball, 1976). However, many results have been inconsistent and some experiments have been methodologically flawed.…”

Section: Introductionmentioning

confidence: 99%

Ability of dyslexic and control teenagers to sustain attention and inhibit responses

Moores¹,

Andrade²

2000

European Journal of Cognitive Psychology

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Dyslexia and attentional difficulty have often been linked, but little is known of the nature of the supposed attentional disorder. The Sustained Attention to Response Task (SART: Robertson, Manly, Andrade, Baddeley and Yiend, 1997) was designed as a measure of sustained attention and requires the withholding of responses to rare (one in nine) targets.To investigate the nature of the attentional disorder in dyslexia, this paper reports two studies which examined the performance of teenagers with dyslexia and their age-matched controls on the SART, the squiggle SART (a modification of the SART using novel and unlabellable stimuli rather than digits) and the go-gap-stop test of response inhibition (GGST). Teenagers with dyslexia made significantly more errors than controls on the original SART, but not the squiggle SART. There were no group differences on the GGST. After controlling for speed of reaction time in a sequential multiple regression predicting SART false alarms, false alarms on the GGST accounted for up to 22% extra variance in the control groups (although less on the squiggle SART) but negligible amounts of variance in the dyslexic groups. We interpret the results as reflecting a stimulus recognition automaticity deficit in dyslexia, rather than a sustained attention deficit. Furthermore, results suggest that response inhibition is an important component of performance on the standard SART when stimuli are recognised automatically.

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“…Although the results of Tarver et al (1976) and other studies indicate that poor readers are deficient in their use of cognitive strategies, most investigators have compared good and poor readers at one grade only. If poor readers are truly developmentally delayed, as Tarver et al and Stanovich et al (1986) suggest, then it should be possible to observe differences between same-grade reading groups in recall as well as in knowledge of specific mnemonic strategies enhancing recall.…”

mentioning

confidence: 96%

“…Organization is not the only problem: A number of studies indicate that poor readers fail to use rehearsal in learning situations (Perfetti & Goldman, 1976;Tarver, Hallahan, Kauffman, & Ball, 1976;Torgesen, 1977a;Torgesen & Goldman, 1977). Based upon a comparison of same-grade reading groups, Tarver et al argued that children with reading problems lag developmentally in their acquisition of effective learning strategies.…”

mentioning

confidence: 96%

Mnemonic Benefits of Digit—List Organization: Test of the Developmental Lag Hypothesis of Reading Retardation

Feldt

Witte

1988

The Journal of Genetic Psychology

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Verbal rehearsal and selective attention in children with learning disabilities: A developmental lag

Cited by 154 publications

References 15 publications

Learning‐disabled children and normally‐achieving children solve visuo‐spatial problems1

Learning‐disabled children and normally‐achieving children solve visuo‐spatial problems1

Ability of dyslexic and control teenagers to sustain attention and inhibit responses

Mnemonic Benefits of Digit—List Organization: Test of the Developmental Lag Hypothesis of Reading Retardation

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