Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-25T15:32:22.150Z Has data issue: false hasContentIssue false

Chapter 7 - Learning Disabilities

Published online by Cambridge University Press:  27 July 2018

Jacobus Donders
Affiliation:
Mary Free Bed Rehabilitation Hospital
Scott J. Hunter
Affiliation:
University of Chicago
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alarcon, M., DeFries, J. C., Light, J. G., & Pennington, B. F. (1997). A twin study of mathematics disability. Journal of Learning Disability, 30(6), 617623.CrossRefGoogle ScholarPubMed
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.Google Scholar
Ashkenazi, S., & Henik, A. (2010a). A dissociation between physical and mental number bisection in developmental dyscalculia. Neuropsychologia, 48, 28612868.CrossRefGoogle ScholarPubMed
Ashkenazi, S., & Henik, A. (2010b). Attentional networks in developmental dyslexia. Behavioral and Brain Functions, 6(2), 112.Google Scholar
Ashkenazi, S., & Henik, A. (2012). Does attentional training improve numerical processing in developmental dyscalculia? Neuropsychology, 26, 4556.CrossRefGoogle ScholarPubMed
Ashkenazi, S., Rubinstein, O., & Henik, A. (2009). Attention, automaticity, and developmental dyscalculia. Neuropsychology, 23, 535540.CrossRefGoogle ScholarPubMed
Badian, N. A. (1983). Arithmetic and nonverbal learning. In Myklebust, H. R. (Ed.), Progress in learning disabilities (Vol. 5, pp. 253264). New York, NY: Grune and Stratton.Google Scholar
Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing inchildren from six to fifteen years of age. Journal of Experimental Child Psychology, 61, 216241.CrossRefGoogle Scholar
Binder, L. M., Iverson, G. L., & Brooks, B. L. (2009). To err is human: “Abnormal” neuropsychological scores and variability are common in healthy adults. Archives of Clinical Neuropsychology, 24, 3146.CrossRefGoogle Scholar
Birch, S. L. (2016). Prevalence and profile of phonological and surface subgroups in college students with a history of reading disability. Journal of Learning Disabilities, 49, 339353.CrossRefGoogle ScholarPubMed
Birch, S., & Chase, C. (2004). Visual and language processing deficits in compensated and uncompensated college students with dyslexia. Journal of Learning Disabilities, 37, 389410.CrossRefGoogle ScholarPubMed
Bishop, D. V., McDonald, D., Bird, S., & Hayiou-Thomas, M. E. & (2009). Children who read words accurately despite language impairment: Who are they and how do they do it? Child Development, 80(2), 593605.CrossRefGoogle ScholarPubMed
Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40, 226243.CrossRefGoogle ScholarPubMed
Brooks, B. L. (2010). Seeing the forest for the trees: Prevalence of low scores on the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Psychological Assessment, 22, 650656.CrossRefGoogle ScholarPubMed
Brooks, B. L., Iverson, G. L., Sherman, E. M. S., & Holdnack, J. A. (2009). Healthy children and adolescents obtain some low scores across a battery of memory tests. Journal of the International Neuropsychological Society, 15, 613617.CrossRefGoogle ScholarPubMed
Boetsch, E. A. (1996). A longitudinal study of the relationship between dyslexia and socioemotional functioning in young children (Unpublished PhD thesis). University of Denver, Denver, CO.Google Scholar
Butterworth, B. (2005). Developmental dyscalculia. In Campbell, J. I. D. (Ed.), Handbook of mathematical cognition (pp. 455469). New York, NY: Psychology Press.Google Scholar
Cahan, S., Fono, D., & Nirel, R. (2012). The regression-based definition of learning disability: A critical appraisal. Journal of Learning Disabilities, 45, 170178.CrossRefGoogle ScholarPubMed
Cain, K., Oakhill, J., & Lemmon, K., (2004). Individual differences in the inference of word meanings from context. Journal of Educational Psychology, 96, 671681.CrossRefGoogle Scholar
Capano, L., Minden, D., Chen, S. X., Schacher, R., & Ickowicz, A. (2008). Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Canadian Journal of Psychiatry. Revue Canadienne de Psychiatrie, 53(6), 392399.CrossRefGoogle ScholarPubMed
Carrion-Castillo, A., Franke, B., & Fisher, S. E. (2013). Molecular genetics of dyslexia: An overview. Dyslexia, 19, 214240.CrossRefGoogle ScholarPubMed
Carter, J. C., Lanham, D.C., Cutting, L. E., Clements-Stephens, A. M., Chen, X., Hadzipasic, M., Kim, J., Denckla, M. B., & Kaufmann, W. E. (2009). A dual DTI approach to analyzing white matter in children with dyslexia. Psychiatry Research 172, 215219.CrossRefGoogle ScholarPubMed
Chiba, C., & Low, R. (2007). A course-based model to promote successful transition to college for students with learning disorders. Journal of Postsecondary Education and Disability, 20(1), 4053.Google Scholar
Cirino, P. T., Morris, M. K., & Morris, R. D. (2002). Neuropsychological concomitants of calculation skills in college students referred for learning difficulties. Developmental Neuropsychology, 21, 201218.CrossRefGoogle ScholarPubMed
Cirino, P. T., Morris, M. K., & Morris, R. D. (2007). Semantic, executive, and visospatial abilities in mathematical reasoning of referred college students. Assessment, 14, 94104.CrossRefGoogle Scholar
Clark, C., Klonoff, H., & Hayden, M. (1990). Regional cerebral glucose metabolism in Turner syndrome. Canadian Journal of Neurological Science, 17, 140144.CrossRefGoogle ScholarPubMed
Coleman, C., Lindstrom, J., Nelson, J., Lindstrom, W., & Gregg, K. N. (2010). Passageless comprehension on the Nelson-Denny Reading Test: Well above chance for university students. Journal of Learning Disabilities, 43, 244249.CrossRefGoogle ScholarPubMed
Cutting, L. E., & Denckla, M. B. (2003). Attention: Relationships between attention-deficit hyperactivity disorder and learning disabilities. In Swanson, H. L., Harris, K. R., & Graham, S. (Eds.), Handbook of learning disabilities (pp. 125139). New York: Guilford Press.Google Scholar
Dehaene, S (2003). Acalculia and number processing disorders. In Feinberg, T. E. & Farah, M. J. (Eds.), Behavioral neurology and neuropsychology (2nd ed., pp. 207215). New York, NY: McGraw-Hill.Google Scholar
Docherty, S. J., Davis, O. S. P., Kovas, Y., Meaburn, E. L., Dale, P. S., Petrill, S. A., … Plomin, R. (2010). A genome-wide association study identifies multiple loci associated with mathematics ability and disability. Genes, Brain and Behavior 9, 234247.CrossRefGoogle ScholarPubMed
Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, T. A., … Flowers, D. L. (2004). Neuronal changes following remediation in adult developmental dyslexia. Neuron, 44, 411422.CrossRefGoogle ScholarPubMed
Elbro, C. (2010). Dyslexia as a disability or handicap: When does vocabulary matter? Journal of Learning Disabilities, 43(5), 469–78.CrossRefGoogle ScholarPubMed
Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307314.CrossRefGoogle ScholarPubMed
Ferrer, E., Shaywitz, B.A., Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2010). Uncoupling of reading and IQ over time: Empirical evidence for a definition of dyslexia. Psychological Science, 21(1), 93101.CrossRefGoogle ScholarPubMed
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press.Google Scholar
Fletcher, J. M., & Miciak, J. (2017). Comprehensive cognitive assessments are not necessary for the identification and treatment of learning disabilities. Archives of Clinical Neuropsychology, 32, 27.CrossRefGoogle Scholar
Friend, A., DeFries, J. C., & Olson, R.K. (2008). Parental education moderates genetic influences on reading disability. Psychological Science, 19, 1124–30.CrossRefGoogle ScholarPubMed
Gabay, Y., Gabay, S., Schiff, R., Ashkenazi, S., & Henik, A. (2013). Visuospatial attention deficits in developmental dyslexia: evidence from visual and mental number line bisection tasks. Archives of Clinical Neuropsychology, 28(8), 829–36.CrossRefGoogle ScholarPubMed
Ganor-Stern, D. (2017). Can dyslexics estimate the results of arithmetic problems? Journal of Learning Disabilities, 50, 2333.CrossRefGoogle Scholar
Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Psychological Science, 22(1), 2327.Google ScholarPubMed
Geary, D. C., Hoard, M. K., Byrd-Craven, J., Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88(2), 121151.CrossRefGoogle ScholarPubMed
Gregg, N., Coleman, C., Lindstrom, J., & Lee, C. (2007). Who are most, average, or high-functioning adults? Learning Disabilities Research and Practice, 22, 264274.CrossRefGoogle Scholar
Gregg, N., & Nelson, J. M. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers. Journal of Learning Disabilities, 45, 128138.CrossRefGoogle ScholarPubMed
Greiffenstein, M. F., & Baker, W. J. (2002). Neuropsychological and psychosocial correlates of adult arithmetic deficiency. Neuropsychology, 16, 451458.CrossRefGoogle ScholarPubMed
Gula, T., Hoessler, C., & Maciejewski, W. (2015). Seeking mathematics success for college students: A randomized field trial of an adapted approach. International Journal of Mathematical Education in Science and Technology, 46, 11301148.CrossRefGoogle Scholar
Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the “number sense”: The approximate number system in 3-, 4-, 5-, and 6-year olds and adults. Developmental Psychology, 44(5), 14571465.CrossRefGoogle Scholar
Hancock, R., Gabrieli, J. D. E., & Hoeft, F. (2016). Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ. Trends in Neuroscience and Education, 5(4), 173177.CrossRefGoogle ScholarPubMed
Handler, S. M., & Fierson, W. M. & the American Academic of Pediatrics, Section on Ophthalmology, Council on Children with Disabilities, American Society of Ophthalmology, American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, & American Association for Certified Orthoptists. (2011). Joint Technical Report–Learning disabilities, dyslexia, and vision. Pediatrics, 127, e818e856.CrossRefGoogle Scholar
Haworth, C. M., Kovas, Y., & Petrill, S. A., & Plomin, R. (2007). Developmental origins of low mathematics performance and normal variation in twins from 7 to 9 years. Twin Research and Human Genetics, 10(1), 106117.CrossRefGoogle ScholarPubMed
Hulme, C., & Snowling, M. J. (2014). The interface between spoken and written language: Developmental disorders. Philosophical Transactions of the Royal Society B-Biological Sciences, 369, 20120395. doi:dx.doi.org/10.1098/rstb.2012.3095CrossRefGoogle ScholarPubMed
Individuals with Disabilities Educational Act of 1990, Public Law 101–476, 104 Stat. 1142 (1990).Google Scholar
Isaki, E., & Plante, E. (1997). Short-term and working memory differences in language/learning disabled and normal adults. Journal of Communication Disorders, 30, 427437.CrossRefGoogle ScholarPubMed
Katusic, S. K., Colligan, R. C., Weaver, A.L., & Barbaresi, W. J. (2009). The forgotten learning disability: Epidemiology of written-language disorder in a population-based birth cohort (1976–1982), Rochester, Minnesota. Pediatrics, 123(5), 13061313.CrossRefGoogle Scholar
Katz, L. J., Goldstein, G., & Beers, S. R. (2001). Learning disabilities in older adolescents and adults. New York: Kluwer Academic/Plenum Publishers.CrossRefGoogle Scholar
Kaufmann, L., Handl, P., & Thony, B. (2003). Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: A pilot study. Journal of Learning Disabilities, 36(6), 564573.CrossRefGoogle ScholarPubMed
Keenan, J. M., & Betjemann, R. S. (2006). Comprehending the Gray Oral Reading Test without reading it: Why comprehension tests should not include passage-independent items. Scientific Studies of Reading, 10, 363380.CrossRefGoogle Scholar
Kere, J. (2011). Molecular genetics and molecular biology of dyslexia. WIREs Cognitive Science, 2, 441–448.CrossRefGoogle ScholarPubMed
Kovas, Y., Haworth, C., Harlaar, N., Petrill, S. A., Dale, P. S., & Plomin, R. (2007). Overlap and specificity of genetic and environmental influences on mathematics and reading disability in 10‐year‐old twins. Journal of Child Psychology and Psychiatry, 48(9), 914922.CrossRefGoogle ScholarPubMed
Landerl, K., & Moll, K. (2010). Comorbidity of learning disorders: Prevalence and familial transmission. Journal of Child Psychology and Psychiatry 51, 287–294.CrossRefGoogle ScholarPubMed
Laasonen, M., Lehtinen, M., Leppämäki, S., Tani, P., & Hokkanen, L. (2010). Project DyAdd: Phonological processing, reading, spelling, and arithmetic in adults with dyslexia or ADHD. Journal of Learning Disabilities, 43(1), 314.CrossRefGoogle ScholarPubMed
Laasonen, M., Leppämäki, S., Tani, P., & Hokkanen, L. (2009). Adult dyslexia and attention deficit disorder in Finland—Project DyADD. Journal of Learning Disabilities, 42, 511527.CrossRefGoogle ScholarPubMed
Levy, L. M., Reis, I. L., & Grafman, J. (1999). Metabolic abnormalities detected by 1H-MRS in dyscalculia and dysgraphia. Neurology, 53(3), 639641.CrossRefGoogle ScholarPubMed
Lewis, C., Hitch, G. J., & Walker, P. (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. Journal of Child Psychology and Psychiatry, 35(2), 283292.CrossRefGoogle ScholarPubMed
Light, J. G., & DeFries, J. C. (1995). Comorbidity of reading and mathematics disabilities: Genetic and environmental etiologies. Journal of Learning Disabilities, 28(2), 96106.CrossRefGoogle ScholarPubMed
Lovett, B. J., & Lewandowski, J. (2015). Accommodations for students with disabilities: Research-based practice. Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Lovett, B. J., & Sparks, R. L. (2010). Exploring the diagnosis of “gifted/LD”: Characterizing postsecondary students with learning disability diagnoses at different IQ levels. Journal of Psychoeducational Assessment, 28, 91101.CrossRefGoogle Scholar
Lovett, B. J., & Sparks, R. L. (2013). The identification and performance of gifted students with learning disability diagnoses: A quantitative synthesis. Journal of Learning Disabilities, 46, 304316.CrossRefGoogle ScholarPubMed
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 114.CrossRefGoogle Scholar
Mahone, E. M., & Mapou, R. L. (2014). Learning disabilities. In Stucky, K., Kirkwood, M., & Donders, J. (Eds.), American Academy of Clinical Neuropsychology neuropsychology study guide and board review (pp. 184201). New York: Oxford University Press.Google Scholar
Mano, Q. R., & Osmon, D. C. (2008). Visuoperceptual-orthographic reading abilities: A confirmatory factor analysis study. Journal of Clinical and Experimental Neuropsychology, 2008, 421434.CrossRefGoogle Scholar
Mapou, R. L. (2009). Adult learning disabilities and ADHD: Research-informed assessment. New York: Oxford University Press.Google Scholar
Mapou, R. L. (2013). Process focused assessment of learning disabilities and ADHD in adults. In Ashendorf, L., Swenson, R., & Libon, D. J. (Eds.), The Boston Process approach to neuropsychological assessment: A practitioner’s guide (pp. 329354). New York: Oxford University Press.Google Scholar
Marino, C., Mascheretti, S., Riva, V., Cattaneo, F., Rigoletto, C., Rusconi, M., … Molteni, M. (2011). Pleiotropic effects of DCDC2 and DYX1C1 genes on language and mathematics traits in nuclear families of developmental dyslexia. Behavioral Genetics, 41, 6776.CrossRefGoogle ScholarPubMed
Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011a). Preschoolers’ precision of the approximate number system predicts later school mathematics performance. PLoS One, 6(9), e23749.CrossRefGoogle ScholarPubMed
Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011b). Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). Child Development, 82(4), 12241237.CrossRefGoogle ScholarPubMed
McGrath, L., Pennington, B. F., Shanahan, M. A., Santerre-Lemmon, L. E., Barnard, H. D., Willcutt, E. G., … Olson, R. K. (2011). A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: Searching for shared cognitive deficits. Journal of Child Psychology and Psychiatry, 52, 547–557.CrossRefGoogle ScholarPubMed
Meng, H., Smith, S. D., Hager, K., Held, M., Liu, J., Olson, R. K., … Gruen, J. R. (2005). DCDC2 is associated with reading disability and modulates neuronal development in the brain. Proceedings of the National Academy of Sciences of the United States of America, 102, 1705317058.CrossRefGoogle ScholarPubMed
Miciak, J., Fletcher, J. M., Stuebing, K., Vaughn, S., & Tolar, T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly : The Official Journal of the Division of School Psychology, American Psychological Association, 29(1), 2137.CrossRefGoogle ScholarPubMed
Nation, K. (2005). Children’s reading comprehension difficulties. In Snowling, M. J. & Hulme, C. (Eds.), The science of reading: A handbook (pp. 248265). Oxford, UK: Blackwell Publishing.CrossRefGoogle Scholar
Nation, K., & Hulme, C. (2011). Learning to read changes children’s phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science, 14(4), 649659.CrossRefGoogle ScholarPubMed
National Joint Committee on Learning Disabilities (NJCLD). (1990). Operationalizing the NJCLD definition of learning disabilities for ongoing assessment in schools: A report from the National Joint Committee on Learning Disabilities. Perspectives: The International Dyslexia Association, 23(4), 29.Google Scholar
Nelson, J. M. (2015). Evaluation of the double-deficit hypothesis in adolescents and young adults with dyslexia. Annals of Dyslexia, 65, 159177.CrossRefGoogle Scholar
Osmon, D. C., Braun, M. M., & Plambeck, E. A. (2005). Processing abilities associated with phonologic and orthographic skills in adult learning disability. Journal of Clinical and Experimental Neuropsychology, 27, 544554.CrossRefGoogle ScholarPubMed
Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. A. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical and Experimental Neuropsychology, 28, 8495.CrossRefGoogle ScholarPubMed
Paracchini, S., Thomas, A., Castro, S., Lai, C., Paramasivam, M., Wang, Y., … Monaco, A. P. (2006). The chromosome 6p22 haplotype associated with dyslexia reduces the expression of KIAA0319, a novel gene involved in neuronal migration. Human Molecular Genetics, 15, 16591666.CrossRefGoogle ScholarPubMed
Paulesu, E., Demonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., … Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165–2167.CrossRefGoogle ScholarPubMed
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385413.CrossRefGoogle ScholarPubMed
Pennington, B. F. (2009). Diagnosing learning disorders: A neuropsychological framework (2nd ed.). New York: Guilford Press.Google Scholar
Pennington, B. F. (2011). Controversial therapies for dyslexia. Perspectives on Language and Literacy (Winter), 78.Google Scholar
Pennington, B. F., & Olson, R. K. (2005). Genetics of dyslexia. In Snowling, M. & Hulme, C. (Eds.), The science of reading: A handbook (pp. 453472.). Oxford, UK: Blackwell Publishing.CrossRefGoogle Scholar
Pennington, B. F., & Peterson, R. L., (2015). Neurodevelopmental disorders: Learning disorders. In Tasman, A., Kay, J., Lieberman, J. A., First, M. B., & Riba, M. B. (Eds.), Psychiatry (4th ed., pp. 765778). Hoboken, NJ: Wiley-Blackwell.CrossRefGoogle Scholar
Pennington, B. F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., … Olson, R. K. (2012). Individual prediction of dyslexia by single versus multiple deficit models. Journal of Abnormal Psychology, 121, 212–224.CrossRefGoogle ScholarPubMed
Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379 (9830), 19972007.CrossRefGoogle ScholarPubMed
Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283307.CrossRefGoogle ScholarPubMed
Peterson, R. L., Pennington, B. F., Shriberg, L. D., & Boada, R. (2009). What influences literacy outcome in children with speech sound disorder? Journal of Speech Language Hearing Research, 52, 1175–1188.CrossRefGoogle ScholarPubMed
Peterson, R. L., Boada, R., McGrath, L., Willcutt, E. G., Olson, R. K., & Pennington, B. F. (2017). Cognitive prediction of reading, math, and attention: Shared and unique influences. Journal of Learning Disabilities, 50(4), 408421.CrossRefGoogle ScholarPubMed
Piazza, M., Facoetti, A., Trussardi, A. N.,Bertelletti, I., Conte, S., Lucangeli, D., … Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 3341.CrossRefGoogle ScholarPubMed
Plomin, R., & Kovas, Y. (2005). Generalist genes and learning disabilities. Psychological Bulletin, 131(4), 592.CrossRefGoogle ScholarPubMed
Proctor, B. (2012). Relationships between Cattell-Horn-Carroll (CHC) cognitive abilities and math achievement within a sample of college students with learning disabilities. Journal of Learning Disabilities, 45, 278287.CrossRefGoogle ScholarPubMed
Ransby, M. J., & Swanson, H. L. (2003). Reading comprehension skills of young adults with childhood diagnoses of dyslexia. Journal of Learning Disabilities, 36, 538555.CrossRefGoogle ScholarPubMed
Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009). Computer- assisted intervention for children with low numeracy skills. Cognitive Development, 24(4), 450472.CrossRefGoogle Scholar
Raskind, W. H., Peter, B., Richards, T. L., Eckert, M. A., & Berninger, V. W. (2013). The genetics of reading disabilities: From phenotypes to candidate genes. Frontiers in Psychology, 3.CrossRefGoogle ScholarPubMed
Ready, R. E., Chaudhry, M. F., Schatz, K. C., & Strazzullo, S. (2013). “Passageless” administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and reading skills. Journal of Learning Disabilities, 46, 377384.CrossRefGoogle ScholarPubMed
Rehabilitation Services Administration. (1985, January 24). Program policy directive. Washington, DC: US Office of Special Education and Rehabilitation Services.Google Scholar
Reiss, A. L., Freund, L., Plotnick, L., Baumgartner, T., Green, K., Sozer, A. C., … Denckla, M. B. (1993). The effects of X monosomy on brain development: Monozygotic twins discordant for Turner’s syndrome. Annals of Neurology, 34(1), 95107.CrossRefGoogle ScholarPubMed
Reiss, A. L., Mazzocco, M. M., Greenlaw, R.,Freund, L. S., & Ross, J. L. (1995). Neurodevelopmental effects of X monosomy: A volumetric imaging study. Annals of Neurology, 38(5), 731738.CrossRefGoogle ScholarPubMed
Rubinstein, O., & Henik, A. (2005). Automatic activation of internal magnitudes: A study of developmental dyscalculia. Neuropsychology, 19, 641648.CrossRefGoogle Scholar
Rutter, M., Caspi, A., Fergusson, D., Horwood, L. J., Goodman, R., Maughan, B., … Carroll, J. (2004). Sex differences in developmental reading disability: New findings from 4 epidemiological studies. JAMA, 291, 2007–12.CrossRefGoogle ScholarPubMed
Rutter, M., & Yule, W. (1973). Specific reading retardation. In Mann, L. & Sabatino, D. (Eds.), The first review of special education (pp. 150). Philadelphia: JSE Press.Google Scholar
Scammacca, N,. Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades K–3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.Google Scholar
Schneider, W. J., & Kaufman, A. S. (2017). Let’s not do away with cognitive assessments just yet. Archives of Clinical Neuropsychology, 32, 820.Google Scholar
Schretlen, D. J., Munro, C. A., Anthony, J. C., & Pearlson, G. D. (2003). Examining the range of normal intraindividual variability in neuropsychological test performance. Journal of the International Neuropsychological Society, 9, 864870.CrossRefGoogle ScholarPubMed
Schretlen, D. J., Testa, S. M., Winicki, J. M., Pearlson, G. D., & Gordon, B. (2008). Frequency and bases of abnormal performance by healthy adults on neuropsychological testing. Journal of the International Neuropsychological Society, 14, 436445.CrossRefGoogle ScholarPubMed
Shalev, R. S., & Gross-Tsur, V. (2001). Developmental dyscalculia. Pediatric Neurology, 24(5), 337342.CrossRefGoogle ScholarPubMed
Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.Google Scholar
Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57, 13011309.CrossRefGoogle ScholarPubMed
Shaywitz, S.E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., … Gore, J. C. (2003). Neural systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry 54, 2533.CrossRefGoogle ScholarPubMed
Smith, S. D., Gilger, J.W., & Pennington, B. F. (2002). Dyslexia and other specific learning disorders. In Rimoin, D. L., Conner, J. M., Pyeritz, R. E., & Korf, B. (Eds.), Emery and Rimoin’s principles and practice of medical genetics (4th ed., pp. 28272865). New York, NY: Churchill Livingstone.Google Scholar
Smith, S. D., Pennington, B. F., Boada, R. & Shriberg, L. D. (2005). Linkage of speech sound disorder to reading disability loci. Journal of Child Psychology and Psychiatry, 46, 10571066.CrossRefGoogle ScholarPubMed
Smith-Spark, J. H., Henry, L. A., Messer, D. J., Edvardsdottir, E., & Zięcik, A. P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53, 323341.CrossRefGoogle ScholarPubMed
Solomon, T., Martinussen, R., Dupuis, A., Gervan, S., Chaban, P., Tannock, R., & Ferguson, B. (2011, March–April) Investigation of a cognitive science based approach to mathematics instruction. Peer-reviewed data presented at the Society for Research in Child Development Biennial Meeting, Montreal, Canada.Google Scholar
Stothers, M., & Klein, P. D., (2010). Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities. Annals of Dyslexia, 60(2), 209–237.CrossRefGoogle ScholarPubMed
Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., & Francis, D. J. (2012). Evaluation of the technical adequacy of three methods for identifying specific learning disabilities based on cognitive discrepancies. School Psychology Review, 41(1), 322.CrossRefGoogle ScholarPubMed
Suggate, S. P. (2010). Why what we teach depends on when: Grade and reading intervention modality moderate effect size. Developmental Psychology, 46(6), 15561579.CrossRefGoogle ScholarPubMed
Swanson, H. L. (2012). Adults with reading disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 45, 1730.CrossRefGoogle ScholarPubMed
Torgesen, J. K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In Snowling, M. & Hulme, C. (Eds.), The science of reading: A handbook (pp. 521537). Oxford, UK: Blackwell Publishing.CrossRefGoogle Scholar
Vaughn, S., Linan-Thompson, S., Kouzeanani, K., Pedrotty Bryant, D., Dickson, S., & Blozis, S. A. (2003). Reading instruction grouping for students with reading difficulties. Remediation Research Quarterly, 24, 301315.Google Scholar
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 240.CrossRefGoogle ScholarPubMed
Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33, 223238.CrossRefGoogle ScholarPubMed
Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Gehron Wilson, I., Tschinkel, E., & Thatcher Kantor, P. l. (2011). Modeling the development of written language. Reading and Writing, 24(2), 203220.CrossRefGoogle ScholarPubMed
Warner, T. D., Dede, D. E., Garvan, C. W., & Conway, T. W. (2002). One size still does not fit all in specific learning disability assessment across ethnic groups. Journal of Learning Disabilities, 35, 501509.CrossRefGoogle Scholar
Willcutt, E. G. & Pennington, B. F. (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: Differences by gender and subtype. Journal of Learning Disabilities, 33(2), 179191.CrossRefGoogle ScholarPubMed
Willcutt, E. G., Pennington, B. F., Duncan, L., Smith, S. D., Keenan, J. M., Wadsworth, S., … Olson, R. K. (2010). Understanding the complex etiologies of developmental disorders: Behavioral and molecular genetic approaches. Journal of Developmental Behavioral Pediatrics, 31, 533544.CrossRefGoogle ScholarPubMed
Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L., & Dehaene, S. (2006). Principles underlying the design of “The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavior Brain Functions, 30, 219.Google Scholar
Yoshimasu, K., Barbaresi, W. J., Colligan, R. C., Killian, J. M., Voigt, R. G., Weaver, A. L., & Katusic, S. K. (2011). Written-language disorder among children with and without ADHD in a population-based birth cohort. Pediatrics, 128(3), 605612.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×