Literaturnachweis - Detailanzeige
| Autor/inn/en | Dykman, Roscoe A.; und weitere |
|---|---|
| Titel | Reading Disabled and ADD Children: Similarities and Differences. |
| Quelle | (1984), (35 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Attention Control; Attention Deficit Disorders; Behavior Patterns; Cognitive Processes; Drug Therapy; Elementary Secondary Education; Hyperactivity; Males; Neurological Impairments; Reading Difficulties; Student Characteristics |
| Abstract | This paper covers selected findings from three studies that compared different diagnostic groups: boys with attention deficit disorder (ADD) with or without hyperactivity (HY) but normal reading ability; boys with reading disability (RD) but not HY; and boys with both RD and HY. Studies examined an adapted task to assess frontal and temporal lobe function, the effects of methylphenidate dosage, and information processing. It is suggested that HY subjects' inability to sustain attention, their lack of effort to think and remember, their inability to suppress extraneous and distracting stimuli, and their aggressive or impulsive behavior indicate frontal-lymbic dysfunction, with probable deficits in the "wiring" of inhibitory connections. Findings also suggested that the central nervous system dimension of sensitivity appeared to be a better predictor of drug efficacy than diagnostic labels. RD Ss appeared more impaired in auditory than visual vigilance, with HY Ss demonstrating the opposite. Five figures and a reference list are appended. (CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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