Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores.
Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We test...
| Publicado en: | Journal of Learning Disabilities Vol. 33; no. 5; pp. 489 - 501 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep/Oct2000
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106995292&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106995292 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Sep/Oct2000 vid: 33 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106995292 106995292 2001010825 10.1177/002221940003300509 NLM15495550 106995292 ppf: 489 ppct: 12 formats: tig: atl: Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores. aug: au: Morgan AE Singer-Harris N Bernstein JH Waber DP affil: School Psychologist and Neuropsychologist, Baltimore County Public Schools sug: subj: Learning Disorders In Infancy and Childhood Academic Achievement In Infancy and Childhood Funding Source Child Comparative Studies Achievement Tests Prevalence Neuropsychological Tests Chi Square Test T-Tests Descriptive Statistics Human Child: 6-12 years ab: Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis that children with normal achievement scores who are referred for evaluation of learning problems show neuropsychological profiles comparable to those of children with low achievement. Referral problems, school history IQ, academic achievement, and neuropsychological function were evaluated. Referred children with normal achievement scores came from more advantaged backgrounds and had less intensive academic interventions, higher IQs, and better decoding skills. Nonetheless, the two groups showed similar neuropsychological profiles. Vulnerability to complexity and decreased automaticity were prominent. Normal-range achievement test scores among children referred for evaluation should not be regarded as indicating absence of neurodevelopmental vulnerability. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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