A study provided hemisphere specific simulation and hemispheric alluding stimuli to 15 middle school students with L-type dyslexia and 15 with P-type dyslexia. Traditional decoding and comprehension exercises were provided to 15 students with M-type dyslexia. Readers with all types of dyslexia exhibited significant improvement in reading accuracy…

This article discusses recent findings concerning cognitive outcomes in traumatic brain injury (TBI) in children and adolescents, with a particular focus on age differences with TBI. It suggests a relationship between specific learning disorders and brain dysfunction, addresses differential hemispheric functioning with TBI, and outlines recent…

Dichotic listening and bisensory memory skills were investigated in 72 male middle-class second-grade and 72 fourth-grade readers who were classified according to the Boder system, which distinguishes among normal and three types of dyslexic readers: dysphonetic (auditory dyslexic), dyseidetic (visual dyslexic), and alexic (combined). (Author/SBH)

The authors consider recent research on brain lateralization in learning disabled children that has used three different experimental paradigms, noting that these studies have advanced knowledge about factors that can affect performance on the tasks that measure lateralization, but they do not produce a conclusive picture of abnormal…

Learning disabled and nondisabled readers (N=12 each) were compared on dichotic listening recall tasks that included semantic, phonemic, and structural orienting instructions. As expected, recall increases were a function of group, orienting instructions, and level of word processing. Most importantly, the results clearly demonstrated that group…

In response to a previous paper (EC 212 858) regarding the neurodevelopmental evidence for the basis of dyslexia, this paper suggests further concerns in the areas of cognitive measurement, the relationship between cortical-functional organization and child development, and lack of operational definitions in the study of the dyslexic syndrome. (DB)

The article focuses on the factors that have led to the current interest in the neuropsychology of learning disorders. The validity of the neuropsychological model is examined. Research regarding the neurobiological basis of learning disorders, cerebral asymmetries, and neuropsychological assessment batteries for learning disabilities are…

The author reviews implications of the previous four papers on the neuropsychological approach to learning disabilities (ED 161 035-038), notes the importance of an interdisciplinary approach, discusses potential valuable test batteries, and emphasizes the need for appropriate training in neuropsychology psychologists and teachers. (CL)

Issues and developmental considerations in outcome and treatment of head injury in children are considered. Focus is on appropriate assessment practices in the areas of psychoeducational development, motor and cognitive deficits, and neuropsychological deficits. (Author/DB)

This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…