Gender differences in cognitive abilities of learning-disabled females and males

Abstract

Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18-25) as compared to 21 LD college-able males (CA 18-25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and verbal conceptualization, while the LD males' highest abilities were nonverbal visual-spatial confirming earlier studies on younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially females.

The mental and written arithmetic abilities of adults with dyslexia

“…These results are consistent with previous findings that dyslexic children are less accurate and slower when answering number fact questions (Pritchard et al, 1989;Turner Ellis et al, 1996). The results of the present study also suggest that a difficulty in quickly and accurately recalling basic number facts could explain (at least, in part) the particular problems that dyslexic adults have with the WAIS Arithmetic sub-test (Blalock, 1987;Cordoni et al, 1981;Vogel & Walsh, 1987). The lack of a statistically significant difference in addition fact accuracy appears to be due to both groups having mastered this skill; the mean scores of both groups were close to the ceiling of this test.…”

Literacy development in successful men and women with dyslexia

“…However, in recent years, this gender disparity has been questioned in a growing number of studies (Finucci and Childs 1981;Flynn and Rahbar 1994;: Mellard and Byrne 1993;Naiden 1976;Nass 1993;Scarborough 1989;Shaywitz et al 1990;Vogel 1990;Vogel and Walsh 1990). Converging evidence from recent studies suggests that dyslexia may affect boys and girls in equal proportions (Anderson 1997;Leinhardt et al 1982;Wadsworth et al 1992).…”

The ratio of males to females with literacy/learning disabilities: A survey of child and adult referrals

“…Hatta, 1988;Rumsey, 1992;Silvia, McGee, & Williams, 1985). Aaron (1989) claimed that reading problems occur three times more frequently in boys than girls, with a similar ratio suggested by Critchley (1970) and Turner (1997), while Vogel and Walsh (1987) estimated the male/female ratio for learning disabilities to be 4:1. The detailed survey by Finucci and Childs (1981) identified ratios varying from 3:1 to 15:1.…”

“…A further reason put forward for the higher ratio of males than females with literacy and learning disabilities has been that females have an advantage in some language skills, as well as a tendency to be able to develop more effective compensatory strategies for their problems (Pennington, 1991;Vogel & Walsh, 1987). Caplan and Kinsbourne (1974) argued that girls are more likely to put extra effort into pleasing the teacher, which could partly compensate for their disability.…”