Reading Disabled Children with Above-Average IQ
- 1 October 1988
- journal article
- research article
- Published by SAGE Publications in The Journal of Special Education
- Vol. 22 (3) , 344-357
- https://doi.org/10.1177/002246698802200305
Abstract
Aspects of cognitive processing in high IQ and average IQ learning disabled (LD) children and non-learning-disabled (NLD) children were examined through the use of tests that measured simultaneous and sequential processing, attention, and planning functions. LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores (p = .059). Implications for remediation are discussed.Keywords
This publication has 14 references indexed in Scilit:
- Construct and Criterion-Related Validity of Planning, Simultaneous, and Successive Cognitive Processing TasksJournal of Psychoeducational Assessment, 1987
- Strategy Training: A Need for ClarificationExceptional Children, 1987
- Strategy Training and Reading ComprehensionJournal of Learning Disabilities, 1984
- Selective attention and rehearsal in the auditory short-term memory task performance of poor and normal readersJournal of Abnormal Child Psychology, 1984
- Planning as a Factor in the Assessment of Cognitive ProcessesJournal of Psychoeducational Assessment, 1983
- Reading Disability and Its Relation to Information IntegrationPublished by Springer Nature ,1982
- Higher Cortical Functions in ManPublished by Springer Nature ,1980
- Strategy Training and Remedial TechniquesJournal of Learning Disabilities, 1979
- Varieties of simultaneous and successive processing in children.Journal of Educational Psychology, 1975
- Cultural Deprivation and Cognitive CompetencePublished by Elsevier ,1973