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Autor/inn/en | D'Angiulli, Amedeo; Siegel, Linda S. |
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Titel | Cognitive Functioning as Measured by the WISC-R: Do Children with Learning Disabilities Have Distinctive Patterns of Performance? |
Quelle | In: Journal of Learning Disabilities, 36 (2003) 1, S.48-58Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | Disability Identification; Elementary Secondary Education; Intelligence Differences; Intelligence Quotient; Intelligence Tests; Learning Disabilities; Measurement Techniques; Predictor Variables; Reading Difficulties; Symptoms (Individual Disorders); Verbal Ability |
Abstract | Data from 143 children with reading disabilities (RD), 100 with arithmetic disabilities (AD), and 121 controls (ages 6-16) found the RD and AD groups had significantly lower scores on all verbal IQ subtests. Many also showed significant differences between verbal and performance IQ scores, but so did many controls. (Contains references.) (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |