Study on Self-consciousness of Children With Learning Disabilities and Related Factors

Objective To study the self-consciousness of children with learning disabilities (LD) and to identify related factors. Methods Five hundred and sixty pupils graded from 1 to 6 in an elementary school were investigated. According to the pupil rating scale revised screening for learning disabilities (PRS), combined Raven’s test (CRT) and achievement of main courses, 35 of 560 pupils were diagnosed as LD children. Thirty-five children were selected from the average children and 35 from advanced children in academic achievement equally matched in class, gender, and age with LD children as control groups. The three groups were tested by Piers-Harris children’s self-concept scale. Basic information of each subject was collected by self-made questionnaire. Results Compared with the average and advanced children, LD children got significantly lower scores in self-concept scale. Based on logistic regression analysis, 3 factors were identified, including family income per month, single child and delivery model. Conclusion The results suggest that self-consciousness of children with LD is lower than that of normal children.

Risk Factors of Learning Disabilities in Chinese Children in Wuhan

Objective To investigate prevalence rate of learning disabilities (LD) in Chinese children, and to explore related risk factors, and to provide theoretical basis for preventing such disabilities. Methods One thousand and one hundred fifty one children were randomly selected in primary schools. According to criteria set by ICD-10, 118 children diagnosed as LD were classified into the study group. Four hundred and ninety one children were classified into the normal control group. Five hundred and forty two children were classified into the excellent control group. The study instruments included PRS (The pupil rating scale revised screening for learning disabilities), Conners' children behavior check-list taken by parents and YG-WR character check-list. Results The prevalence rate of LD in Chinese children was 10.3%. Significant differences were observed between LD and normally learning children, and between the LD group and the excellent group, in terms of scores of Conners' behavior check-list (P<0.05). The study further showed that individual differences in character between the LD group and the control groups still existed even after controlling individual differences in age, IQ, and gender. Some possible causal explanations contributing to LD were improper teaching by parents, low educational level of the parents, and children's characteristics and social relationships. Conclusion These data underscore the fact that LD is a serious national public health problem in China. LD is resulted from a number of factors. Good studying and living environments should be created for LD children.

Perceptual Visuo-Motor Skills and Handwriting Production of Children With Learning Disabilities

This study aimed to explore the performance of the perceptual-visuomotor skills and the production of handwriting in children with Learning Disabilities.A total of 56 children participated,being a convenience sample,of both sexes,average age of eight years old,from 3rd to 5th grade level of Elementary School.The children were divided into the following groups:GI(28 children diagnosed with Learning Disabilities);GII(28 children with good academic performance,paired with GI in relation to chronological age and sex).They were evaluated individually in dysgraphic scale,visual perception development test,and fine motor evaluation.Data analysis was performed.There was a significant difference between GI and GII for the subtests of eye-hand coordination,copying,visual closure,fine motor precision,and fine manual control tests.They had difference between the groups for handwriting performance in descending and/or ascending subtests,irregularity of dimension,poor forms,and total score of Dysgraphia Scale.The results presented in this study indicate that children with Learning Disabilities can manifest significant visomotor impairment and deficit in legibility and handwriting quality,causing failures in the elaboration of sensorimotor plans that,added to the intrinsic deficit of long-term memory,result in persistent academic difficulties.

Preschoolers＇ Learning Disabilities Assessment： New Perspectives in Computerized Clinical Tools

This study looks into new perspectives in preschoolers＇ assessment of being at risk for learning disabilities. Precisely, two innovative assessment approaches are examined in order to reveal new research perspectives. The first tool, a traditional approach, is the ＂Early Dyslexia Identification Test＂ and the second tool, a computerized approach, is an lnternet based Speech Pathology Diagnostic Expert System named ＂APLo＂. Both evaluate the sectors of phonological awareness, memory, psychomotor development, pre-writing and pre-reading skills in Greek. The findings o f the current study formulate three directions： （1） the complementary of speech language and learning disorders as a systemic approach, （2） the diagnosis of suspicious factors and compatibilities of learning disabilities even at the preschool age, and （3） the application of alternative methods of assessment aiming for a multidimentional approach with the combined prospect and potential of web tools in the early diagnosis and intervention in learning disabilities.

Neuropsychological characteristics of selective attention in children with nonverbal learning disabilities

Background Children with nonverbal learning disabilities (NLD) usually manifest defective attention function This study sought to investigate the neuropsychological characteristics of selective attention, such as attention control, working memory, and attention persistence of the frontal lobe in children with NLD Methods Using the auditory detection test (ADT), Wisconsin card sorting test (WCST), and C WISC, 27 children with NLD and 33 normal children in the control group were tested, and the results of C WISC subtests were analyzed with factor analysis Results Compared with the control group, the correct response rate in the auditory detection test in the NLD group was much lower ( P <0 01), and the number of incorrect responses was much higher ( P <0 01); NLD children also scored lower in WCST categories achieved (CA) and perseverative errors (PE) ( P <0 05) Factor analysis showed that perceptual organization (PO) related to visual space and freedom from distractibility (FD) relating to attention persistence in the NLD group were obviously lower than in the control group ( P <0 01) Conclusions Children with NLD have attention control disorder and working memory disorder mainly in the frontal lobe We believe that the disorder is particularly prominent in the right frontal lobe

Development and Psychometric Assessment of the Dyslexia Awareness Instrument in Teachers

Dyslexia is a specific learning disability that is neurobiological in origin.It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.Teachers may not be very sure about the definition of dyslexia and generally struggle to tell the difference between dyslexic learners and slow learners.Developing the DyAwI may provide an important psychometric assessment tool in determining the awareness level of the teacher and being able to make this distinction.A descriptive,explorative design was used in this study.The study consisted of two main phases.In the first phase,in order to develop the instrument,a literature review and a pilot study on 20 primary school teachers were carried out,and in line with expert opinions,the content validity index was calculated.In the second stage,exploratory and confirmatory factor analyses were carried out to identify the construct validity and reliability.The study included 182 primary school teachers for the second stage.The KMO and Bartlett test values,which determine the suitability of DyAwI for factor analysis,were found to be 0.77 and 0.000,respectively.The overall Cronbach’s alpha value of DyAwI was 0.75.As a result of the assessment of its construct validity,the scale consisted of 2 factors and 14 items.The findings of the study show that the tool is reliable and sufficient.The instrument is easy to understand,and this tool can determine the dyslexia awareness levels of teachers.DyAwI could promote teachers’awareness of dyslexia and support the early identification of primary school students with dyslexia.It is believed that,thanks to the data obtained from the instrument,teachers will be able to decide on an educational assessment of a student with reading difficulties more quickly.

Fingerprint Patterns in Students with Learning Disability:Evidence of Sexual Dimorphism and Potential for Diagnosis in a Nigerian Population

This study assessed the sex-based relationship and prediction pattern between fingerprint patterns,ridge counts,and learning disability(LD).This cross-sectional study recruited 300 students(150 LD and 150 non-LD)aged between 3 and 29 years.The fingerprint patterns(arch,whorl,ulnar loop,and radial loop)and the ridge count:total finger ridge count(TFRC),absolute ridge count(ARC),ulnar ridge count(URC),and radial ridge count(RRC)were accessed.Students with LD showed a significantly higher whorl and a significantly lower ulnar loop than students without LD.There is a significant association of whorl pattern in the first right finger of subjects with LD compared to non-LD counterparts.TFRC,ARC,and URC were significantly higher in females with LD than non-LD females(P=0.01,0.03,and 0.001).Males with LD showed significantly lower TFRC,RRC,and URC counts than the non-LD males(P=0.02,0.01,and 0.001).TFRC can predict LD in males(odds ratio[OR]=1.010,P=0.032)and females(OR=0.993,P=0.012).Fingerprint pattern and ridge counts are sexually dimorphic in subjects with or without LD.TFRC and whorl fingerprint patterns may be vital predictive and screening tools for LD in males and females.

I KNOW I CAN The Special Olympics in Shanghai next year can help more people with intellectual disabilities learn to cope with the challenges of life

Preparations for the Beijing Olympic Games are changing gears, moving from the planning to the operational stage