Cognitive Processing Styles in Reading-Disabled and a Matched Group of Normal Children-Reference-Cited by-同舟云学术

Cognitive Processing Styles in Reading-Disabled and a Matched Group of Normal Children

Published:1983-09 Issue:3 Volume:1 Page:219-233
ISSN:0734-2829
Container-title:Journal of Psychoeducational Assessment
language:en
Short-container-title:Journal of Psychoeducational Assessment

Author:

Stoiber Karen Callan¹,Bracken Bruce A.²,Gissal Timothy J.³

Affiliation:

1. University of Wisconsin-Madison

2. University of WisconsinMilwaukee

3. Pinellas County Schools

Abstract

The present study discusses reading disabilities from a neuropsychological perspective and examines cognitive processing in reading-disabled children according to two models: simultaneous-sequential and Bannatyne's WISC-R subtest recategorization. Scores on the Kaufman Assessment Battery for Children (K-ABC) were compared for a group of reading-disabled and matched normal children. Results revealed a clear sequential processing deficit for the reading-disabled sample. This group also scored significantly lower on the K-ABC Mental Processing Composite and reading achievement subtests than the matched normal group. An analysis of WISC-R scores in terms of Bannatyne's system further indicated a significant sequential weakness for the reading-disabled children. Implications of deficit processing patterns in disabled readers are considered.

Publisher

SAGE Publications

Subject

General Psychology,Clinical Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/073428298300100302

Reference102 articles.

1. Hierarchical Factor Patterns on the WISC as Related to Areas of Learning Deficit

2. Manual Asymmetries of Motor Sequencing in Boys with Reading Disability

3. Hemispheric specialization and stages in the learning-to-read process

Cited by 10 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Individual Intellectual Assessment;Clinical Psychology;1991

2. Neuropsychological Applications of Common Educational and Psychological Tests;Critical Issues in Neuropsychology;1989

3. SEQUENTIAL PROCESSING: IMPLICATIONS FOR AT‐RISK PRESCHOOLERS;Journal of Reading, Writing, and Learning Disabilities International;1989-01

4. The Kaufman Assessment Battery for Children (K-ABC) in the assessment of learning disabled children;Psychology in the Schools;1988-10

5. Processing Styles of Learning-Disabled Children on the Kaufman Assessment Battery for Children (K-ABC) and their Relationship to Reading and Spelling Performance;Journal of Psychoeducational Assessment;1988-09