Neuropsychological Aspects for Evaluating Learning Disabilities

Autor/in	Semrud-Clikeman, Margaret
Titel	Neuropsychological Aspects for Evaluating Learning Disabilities
Quelle	In: Communication Disorders Quarterly, 26 (2005) 4, S.242-247 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
Schlagwörter	Research; Memory; Learning Problems; Intervention; Learning Disabilities; Neuropsychology; Attention; Cognitive Processes; Children + Suchen Sie Ihr Suchwort? Forschung; Gedächtnis; Lernproblem; Learning handicap; Lernbehinderung; Neuropsychologie; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Child; Kind; Kinder
Abstract	This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to intervention. These constructs must be tied to intervention techniques, and their connections must be empirically verified. The response-to-intervention (RTI) perspective provides excellent support for the process in young children but is still developing the process for students above the second grade. This review provides information about the existing research on neurobiological correlates of learning disabilities, possible areas for further evaluation, and the link to the RTI movement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10