Neuropsychological Abilities and Academic Gains in Learning Disabled Children: A Follow-up Study over an Academic School Year

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1 Citation (Scopus)

Abstract

We evaluated 22 learning disabled students with documented learning disabilities on standardized academic achievement tests at the beginning and end of one academic school year. In addition, at the beginning of the school year, neuropsychological measures were also administered and readministered at 1.5 year follow-up to a subset of these children (N =16). As a group, subjects demonstrated impairment on neuropsychological measures and these measures were stable over the follow-up period. Subjects improved from the beginning of the school year to the end of the school year in the academic area of written language. Specific patterns of neuropsychological ability correlated with academic improvement in specific areas. Our preliminary results suggest that neuropsychological testing may be useful in predicting academic improvement and ultimately in designing educational strategies for learning disabled children.

Original languageEnglish (US)
Pages (from-to)172-176
Number of pages5
JournalSchool Psychology International
Volume21
Issue number2
StatePublished - May 2000

Fingerprint

Aptitude
Disabled Children
Learning
ability
school
learning
written language
Learning Disorders
achievement test
learning disability
academic achievement
Language
Students
Group
student

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

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abstract = "We evaluated 22 learning disabled students with documented learning disabilities on standardized academic achievement tests at the beginning and end of one academic school year. In addition, at the beginning of the school year, neuropsychological measures were also administered and readministered at 1.5 year follow-up to a subset of these children (N =16). As a group, subjects demonstrated impairment on neuropsychological measures and these measures were stable over the follow-up period. Subjects improved from the beginning of the school year to the end of the school year in the academic area of written language. Specific patterns of neuropsychological ability correlated with academic improvement in specific areas. Our preliminary results suggest that neuropsychological testing may be useful in predicting academic improvement and ultimately in designing educational strategies for learning disabled children.",
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