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Unlike DSM-IV, for each domain, DSM-5 distinguishes basic academic skills from complex or higher-level skills. In the case of reading, basic skills include word recognition, decoding, and fluency, all of which are emphasized in the first few years of elementary school as children learn to read.
- Robin L. Peterson, Lauren M. McGrath, Erik G. Willcutt, Janice M. Keenan, Richard K. Olson, Bruce F....
- 10.1177/0022219420982981
- 2021
- 2021/11
- Conclusions
- Neuropsychological Models of Learning Disabilities
- Proposed Models
- Conclusions
- Implications
As with the perceptual asymmetry research, conclusions and new directions also have been found at the physiological level of analysis. Once again, no support has been found for deficient patterns of lateralization in the learning disabled population; however, the possibility of structural damage not detected by electrophysiological measures has not...
The conceptual and empirical neuropsychological bases of learning dis abilities provide a solid foundation from which to advance theoretical explanatory models for this group of disorders. Two of these models are discussed here. As noted previously, such models are important because they guide both research and clinical practice. For example, neuro...
To date there have been few attempts to develop models that encompass the neuropsychological aspects of learning disabilities. Even so, there are two models that have been proposed to explain the phenomenon of learning problems. One of these models, the Wernicke-Geschwind model, has its origins in the neurological and neurolinguistic literature and...
The neuropsychological basis of learning disabilities has been firmly established both conceptually and empirically, and neuropsychological models have been proposed to help explain this heterogeneous group of disorders. The historical foundation for learning disabilities includes early case studies of these disorders as well as single-factor theor...
Given the marked discontinuities in human development, understanding brain - behavior relationships, particularly in children, truly is a complex matter. It is clear that there is no direct relationship between extent of brain impairment and behavioral deficit. Instead, this relationship is moderated by a variety of factors, some that are known or ...
- W. Grant Willis, Stephen R. Hooper, Brenda H. Stone
- 1992
Nov 7, 2018 · This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities.
The term “specific learning disability” (SLD) applies to specific areas of academic learning in subjects who are intellectually normal, with normal vision and hearing, who do not have any chronic medical or mental disease, and who receive adequate education—but still do not succeed academically.
Jan 1, 2004 · When considering the history of the field of learning disabilities, it is helpful from the outset to make a distinction between learning disabilities as an applied field of special education and learning disabilities as an area of research on individual differences in learning and performance.
- Joseph K. Torgesen
- 2004
Mar 1, 2011 · Students with difficulties in specific cognitive processes and academic achievement with otherwise normal levels of intellectual functioning are classified as having a learning disability (LD).
People also ask
Are neuropsychological theories of learning disabilities relevant?
Are learning disabilities correlated with academic skills?
Do students with learning disabilities have a learning disability?
What is a nonverbal learning disabilities model?
Usually when we think of theories of learning disabilities, we think of causal theories that attempt to identify the intrinsic, preexisting (before schooling starts) factors that limit the ability to learn.
