Neurodevelopmental Disorders: Learning Disorders

Pennington, Bruce F.; Peterson, Robin L.

doi:10.1002/9781118753378.ch46

Cited by 15 publications

(5 citation statements)

References 59 publications

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“…Gough and Tunmer (1986) argued more than three decades ago with “the simple view of reading” that reading comprehension is determined by both basic reading and listening comprehension. Substantial research evidence has since accrued supporting the simple view (e.g., García & Cain, 2014), and parallel simple models of writing and math have been proposed (Berninger et al, 2002; Pennington & Peterson, 2015). In each case, the higher-level academic skill (written expression or math problem-solving) depends on both basic skills (e.g., handwriting/spelling or number sense/calculation) as well as complex cognitive nonacademic skills (narration or complex problem-solving).…”

Section: Dsm-5 Structure Of Sldsmentioning

confidence: 99%

How Specific Are Learning Disabilities?

et al. 2021

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Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants included 686 children aged 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g ( r = .72) but not identical to it. Implications for SLD diagnosis are discussed.

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Section: Dsm-5 Structure Of Sldsmentioning

confidence: 99%

How Specific Are Learning Disabilities?

et al. 2021

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“…According to Pennington and Peterson, problems in these cognitive domains generate higher-order language, attentional, and executive disorders that affect oral and written language [16]. In other cases, these cognitive disorders are often comorbid with other behavioral traits, such as attention-deficit/hyperactivity disorders (ADHD) [17] or developmental language disorders [18].…”

Section: Cognitive Bases Of Learning Disabilitiesmentioning

confidence: 99%

Neural Correlates in Learning Disabilities

Misciagna¹

2020

Learning Disabilities - Neurological Bases, Clinical Features and Strategies of Intervention

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In recent years, researchers have done significant advances on the study of learning disabilities in particular in terms of comprehension of cognitive and anatomical mechanisms. The understanding of neural mechanism of learning disabilities is useful for their management and cognitive treatment. The advent of functional neuroimaging methods has also identified anatomical networks and neurological learning systems that have contributed to knowledge of neurobiology of learning deficits. On the other side, neuropsychological assessment, with comprehensive test or specific cognitive tasks, has proved to be useful to analyze specific cognitive deficits to find potential targets of intervention for cognitive compensation. In this chapter the author summarizes major scientific advances in particular in the study of neuroanatomical mechanism based on structural and functional neuroimaging of children with learning disorders, developmental disorders, and language impairment, in particular with dyslexia which is one of the most common learning disabilities.

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“…Specific learning disability (SLd) is a neurological condition in which the ability of the brain to carry out one or more academic tasks is impaired; examples of such tasks include reading (dyslexia), writing (dysgraphia), and mathematical reasoning (dyscalculia) during formal years of schooling [1,2]. The biological causes of SLds are innate predispositions; evidence implies that reading and mathematical reasoning disorders have a common genetic aetiology [3,4].…”

Section: Introductionmentioning

confidence: 99%

Sensory-based motor processing in children with specific learning disabilities

Hussein¹,

Abdel-Aty²,

Elmeniawey³

2023

Physiother Quart.

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Introduction. Children with learning disabilities not only experience difficulties in academic performance but also exhibit neurological risks of motor and sensory processing. Evaluation of such a group might help identify their deficits even before early adolescence. The study aimed to assess sensory and motor problems in children with different types of specific learning disabilities. Methods. A cross-sectional study was performed in students of 4 th , 5 th , and 6 th grades in governmental schools, Cairo, Egypt. overall, 200 children with poor scholastic achievement were screened with an intelligence quotient test (Raven's Progressive Matrices). The learning disabilities were evaluated with the Fathi al-Zayyat battery. Then, the Quick Neurological Screening Test was used to indicate motor and sensory problems. Results. A total of 50 out of 772 screened children were confirmed to have learning disabilities (dyscalculia: 29, dyslexia: 11, mixed: 10), which represented 6.47% of the sample. Neurological signs were positive in all children with specific learning disabilities, while 82% of them were below average. Conclusions. The study revealed that 82% of children with specific learning disabilities at 4th, 5th, and 6th grades were below age with a moderate discrepancy in the development of sensory and motor processes. The finger-to-nose test, double simultaneous stimulation of hand and cheek test, stand-on-leg test, and tandem walk test are associated with the type of specific learning disabilities (dyscalculia, dyslexia, or mixed).

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Neurodevelopmental Disorders: Learning Disorders

Cited by 15 publications

References 59 publications

How Specific Are Learning Disabilities?

How Specific Are Learning Disabilities?

Neural Correlates in Learning Disabilities

Sensory-based motor processing in children with specific learning disabilities

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