What Definitions of Learning Disability Say and Don't Say

Kavale, Kenneth A.; Forness, Steven R.

doi:10.1177/002221940003300303

Cited by 211 publications

(183 citation statements)

References 85 publications

(61 reference statements)

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“…Data obtained in this study corroborates with the idea of heterogeneity and multiple cognitive domains involved (Fletcher, Coulter, Reschly, & Vaughn, 2004;Hendriksen et al, 2007;Kavale & Forness, 2000) in learning disorders and countless factors which infl uence learning (Kaefer, 2006). It also reinforces the importance of an interdisciplinary investigation Bishop & Snowling, 2002;Capellini & Ciasca, 2000;Salles & Parente, 2006) and a case by case analysis (Salles & Parente, 2008), due to the variations showed in the previously mentioned neuropsychological characteristics.…”

Section: Discussionsupporting

confidence: 89%

Neuropsychological characteristics of dyslexic children

Cruz-Rodrigues¹,

Barbosa²,

Toledo-Piza³

et al. 2014

Psicol. Reflex. Crit.

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The aim of this study was to identify the neuropsychological characteristics of dyslexic children. Seventy-three children underwent neuropsychological assessment and were divided into two groups: a group with dyslexia (DG; n=39) and a control group (CG; n= 34). A general linear model showed a signifi cant difference between the groups regarding the following abilities: reading, writing and mathematics; forward and backward digit span tasks; semantic and phonological fl uency; number of completed categories and total number of cards in the Wisconsin Cards Sorting Test; as well as right and left discrimination on self and on other. These results suggest impairment in executive functions, phonological working memory and semantic memory among dyslexic children, rather than impairment of just phonological abilities, as suggested in previous studies. Keywords: Dyslexia, Wisconsin test, neuropsychological characteristics. ResumoO objetivo deste trabalho foi identifi car as características neuropsicológicas de crianças com dislexia. Foram incluídas 73 crianças divididas em dois grupos: um grupo composto por crianças disléxicas (GD; n=39), e um grupo controle (GC; n= 34). A análise de modelo linear geral mostrou diferença signifi cativa entre os grupos nas habilidades de leitura, escrita, matemática, dígitos ordem direta, dígitos ordem inversa, fl uência semântica e fonológica, número de categorias e total de cartas do Teste de Classifi cação de Cartas de Wisconsin, discriminação direita e esquerda em si e no outro. Esses resultados demonstram que podem existir défi cits nas funções executivas, memória operacional fonológica e memória semântica e não apenas nas habilidades fonológicas. Palavras-chave: Dislexia, Wisconsin Teste, características neuropsicológicas.

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Section: Discussionsupporting

confidence: 89%

Neuropsychological characteristics of dyslexic children

Cruz-Rodrigues¹,

Barbosa²,

Toledo-Piza³

et al. 2014

Psicol. Reflex. Crit.

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“…Low achievement scores have been suggested as being sufficient to identify reading-writing LDs, given that the purpose is to identify a need for intervention, not IQ or an IQ/achievement discrepancy. Still, other authors look more to low scores in phonological awareness [9] or in cognitive processes, as diagnostic criteria for reading and writing LDs [10].…”

Section: Introductionmentioning

confidence: 99%

“…A more recent model in use today is based on the response to intervention model (RTI) [4][5][6]10]. This move toward RTI, however, has not occurred in every country or at the same time.…”

Section: Introductionmentioning

confidence: 99%

Current Perspectives on Prevention of Reading and Writing Learning Disabilities

González-Valenzuela¹

2017

Learning Disabilities - An International Perspective

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This chapter intends firstly to analyze the problem of identifying learning disabilities, from the standpoint of competing diagnostic models. The controversy between different models for identifying learning disabilities was presented, contrasting the characteristics of diagnostic models and models based on response to intervention. Second, an analysis of the main predictive factors of reading and writing was offered, using recent results from research carried out in different languages. The most often studied predictors-phonological awareness, speech perception, the alphabetic principle, rapid automatic naming, and vocabulary-were analyzed for their relationship to reading and writing. Finally, a discussion follows on the effects of certain programs that have been developed in different countries to prevent reading and writing learning disabilities.

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“…In particular, the term SLDs covers a heterogeneous group of disorders that manifest themselves in the shape of significant difficulties in oral comprehension or expression, reading, writing, and reasoning or mathematical ability (Kavale & Forness, 2000;Lerner & Kline, 2006). Nevertheless, despite the essentially conceptual views that define SLDs as disorders intrinsic to an individual, the emergence of ecological models has made commoner trends in research that investigate the influence of the people who go to make up the surroundings in which pupils develop in the course of their difficulties.…”

Section: Introductionmentioning

confidence: 99%

The Involvement and Satisfaction with Education of the Families of Students with and without Specific Learning Disabilities // La implicación y satisfacción educativa de las familias de alumnado con y sin dificultades específicas de aprendizaje

Robledo-Ramón

García-Sánchez

2012

REV PSICODIDACT

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The study analyses the relationship between the students condition (specific learning disabilities-LD and non learning disabilities-NLD) and parents implication-satisfaction in their education and also aims to identify the predictive power of family satisfaction over their involvement. The sample consisted of 332 families from students identified with and without learning disabilities. Parents completed the Family Opinions: FAOP scale . Results show that parents of LD students are less involved in the school than NLD parents, although, at home the collaboration of the two groups is similar. Besides the families of LD students show a pattern of satisfaction with the school similar to the parents of NLD children, although they differ in some items negatively. Has identified little predictive power of parental satisfaction over involvement.Keywords: Learning disabilities, family educational implication, parental satisfaction. ResumenEste estudio persigue identificar la relación entre la tipología de los hijos, dificultades específicas de aprendizaje (DEA) y sin dificultades (SD), y la implicación-satisfacción educativa de sus padres, así como la capacidad predictiva de la propia satisfacción parental con la escuela sobre su implicación. La muestra estuvo compuesta por 332 familias de alumnos identificados como estudiantes SD y con DEA. Los progenitores respondieron a varias escalas del instrumento Opiniones Familiares: FAOP (Robledo y García, 2007). Los resultados señalan que los progenitores de alumnos con DEA se implican en el centro educativo menos que los de niños SD, si bien, en el hogar, la colaboración de los dos grupos es similar. Además los familiares de estudiantes con dificultades muestran un patrón de satisfacción con la escuela semejante al de los padres de niños SD, si bien en algunos elementos difieren negativamente. Se ha identificado escaso poder predictivo de la satisfacción sobre la implicación parental.Palabras clave: Dificultades específicas de aprendizaje, implicación educativa familiar, satisfacción parental.

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What Definitions of Learning Disability Say and Don't Say

Cited by 211 publications

References 85 publications

Neuropsychological characteristics of dyslexic children

Neuropsychological characteristics of dyslexic children

Current Perspectives on Prevention of Reading and Writing Learning Disabilities

The Involvement and Satisfaction with Education of the Families of Students with and without Specific Learning Disabilities // La implicación y satisfacción educativa de las familias de alumnado con y sin dificultades específicas de aprendizaje

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