Neuropsychological aspects of reading and spelling performance in children with learning disabilities

Batchelor, Ervin S.; Kixmiller, Jeffrey S.; Dean, Raymond S.

doi:10.1080/87565649009540459

Cited by 10 publications

(4 citation statements)

References 6 publications

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“…In the current study a difference in spelling skills was noted. Integration of these findings might be possible through research on neuropsychological predictors of academic skills in reading and written spelling as in Batchelor, et al (1990). They reported visual tracking, short-term visual memory, psychomotor speed, and spatial integration and organization predicted reading recognition, and for written spelling, visual sequencing was a unique predictor.…”

Section: Discussionmentioning

confidence: 99%

“…These study skills require map reading and dictionary skills and are related to mastery of written language. Batchelor, Kixmiller, and Dean (1990) reported that, among the neuropsychological predictors of academic skds, there was a difference among predictors of reading recognition vs written spelling skills. Measures of visual tracking, short-term visual memory, psychomotor speed, spatial integration, and spatial organization were significant predictors of reading recognition, whereas for written spelling, visual sequencing was the only unique predictor.…”

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confidence: 99%

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Mixed Handedness and Achievement Test Scores of Middle School Boys

Sarma

2008

Percept Mot Skills

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The purpose of the study was to replicate findings of an earlier study of fourth grade boys manifesting mixed handedness with a sample. Among 32 mixed-handed boys in Grades 6 to 8, the right-handed writer, left-handed thrower group obtained low spelling scores (Normal Curve Equivalent Scores) on the California Achievement Test significantly more frequently than the left-handed writer, right-handed thrower group. These findings are consistent with data for Grade 4 boys in the earlier study. Findings strengthen the hypotheses that mixed handedness is not a unitary neuropsychological entity and that boys who write with the right hand and throw with the left hand might be at risk for certain academic deficits.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Mixed Handedness and Achievement Test Scores of Middle School Boys

Sarma

2008

Percept Mot Skills

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“…Both quantitative, standardized measures and qualitative clinical data contribute to a comprehensive assessment of child functioning during rehabilitation (Batchelor, 1996;Ylvisaker et al, 1990). Each approach has advantages and disadvantages.…”

Section: Professional Skillsmentioning

confidence: 99%

Pediatric neuropsychology in medical rehabilitation settings.

Farmer¹,

Kanne²,

Grissom³

et al. 2010

Handbook of Rehabilitation Psychology.

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“…Furthermore, the response mode required by the Performance subtests is generally manual, whereas the response mode required by the Verbal subtests is speech. It is well established that poor readers can evince a range of cognitive deficits (Batchelor, Kixmiller & Dean, 1990, found 14 individual cognitive skills which predicted reading performance in learning-disabled children). Hence, discrepancies between verbal and spatial scores could result from different task demands, rather than differences in primary verbal and spatial reasoning.…”

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confidence: 99%

Discrepancy poor verbal skills in poor readers: A failure of learning or ability?

Langdon¹,

Rosenblatt²,

Mellanby³

1998

British J of Psychology

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Poor verbal skills in poor readers have long been reported in the literature. There have been many attempts to understand the interaction between poor verbal ability and poor verbal achievement. The methodological problems are considerable, including the measurement of verbal ability, which has been confounded by previous learning. A new reasoning test, the VESPAR, has been designed to measure novel problem solving and thus to be less reliant on acquired verbal skills. One hundred and seventy 14-year-olds completed the VESPAR, the Cognitive Abilities Test (CAT) and a single-word reading test. Overall, verbal scores were weaker than spatial scores. A subgroup of 38 pupils with particularly marked discrepancies between verbal and non-verbal CAT was identified. The especially discrepant pupils were matched with other non-discrepant pupils from the year group for either verbal or non-verbal CAT. The discrepant group's reading was at the same level as the matched verbal CAT group. However, the primary verbal ability of the discrepancy group, as measured on the VESPAR, was greater than the matched verbal CAT group. This raises the possibility that CAT- but not VESPAR-discrepant pupils may be at particular risk of under-achievement in the verbal domain.

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Neuropsychological aspects of reading and spelling performance in children with learning disabilities

Cited by 10 publications

References 6 publications

Mixed Handedness and Achievement Test Scores of Middle School Boys

Mixed Handedness and Achievement Test Scores of Middle School Boys

Pediatric neuropsychology in medical rehabilitation settings.

Discrepancy poor verbal skills in poor readers: A failure of learning or ability?

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