Table of contents:
Part I: Introduction. ‘Rourke, ‘Overview of Learning Disability Subtypes. Part II: Theory and Methodology. ‘Adams, ‘Theoretical, Methodological, and Statistical Issues. ‘Fletcher, Satz,’ Cluster Analysis and the Search for Learning Disability Subtypes. J’oschko, Rourke, ‘Neuropsychological Subtypes of Learning-Disabled Children Who Exhibit the ACID Pattern on the WISC. ‘Del Dotto, Rourke, ‘Subtypes of Left-Handed Learning-Disabled Children. Part III: Reading, Spelling, and Arithmetic Disability Subtypes. ‘Doehring, ‘Reading Disability Subtypes: Interactions of Reading and Nonreading Deficits. ‘Sweeney, Rourke, ‘Spelling Disability Subtypes. ‘Strang, Rourke, ‘Arithmetic Disability Subtypes: The Neuropsychological Significance of Specific Arithmetical Impairment in Childhood. Part IV: Validity Studies of Learning Disability Subtypes. ‘Fletcher,’ External Validation of Learning Disability Typologies. ‘Van der Vlugt, Satz,’ Subgroups and Subtypes of Learning-Disabled and Normal Children: A Cross-Cultural Replication. Lyon, Educational Validation Studies of Learning Disability Subtypes. Part V: Personality and Socioemotional Dimensions of Learning Disabilities in Children. ‘Porter, Rourke,’ Socioemotional Functioning of Learning-Disabled Children: A Subtypal Analysis of Personality Patterns. ‘Ozols, Rourke, ‘Dimensions of Social Sensitivity in Two Types of Learning-Disabled Children. Strang, Rourke, Adaptive Behavior of Children Who Exhibit Specific Arithmetic Disabilities and Associated Neuropsychological Abilities and Deficits. Part VI: Summary and Conclusions. ‘Fisk, Finnell, Rourke, ‘Major Findings and Future Directions for Learning Disability Subtype Analyses.
Chapters examine the different neuropsychological patterns underlying deficits in math, language, and spelling, and suggest ways to improve learning-disabled children's school performance and social interaction.
Chapters examine the different neuropsychological patterns underlying deficits in math, language, and spelling, and suggest ways to improve learning-disabled children's school performance and social interaction.
Part I: Introduction. ‘Rourke, ‘Overview of Learning Disability Subtypes. Part II: Theory and Methodology. ‘Adams, ‘Theoretical, Methodological, and Statistical Issues. ‘Fletcher, Satz,’ Cluster Analysis and the Search for Learning Disability Subtypes. J’oschko, Rourke, ‘Neuropsychological Subtypes of Learning-Disabled Children Who Exhibit the ACID Pattern on the WISC. ‘Del Dotto, Rourke, ‘Subtypes of Left-Handed Learning-Disabled Children. Part III: Reading, Spelling, and Arithmetic Disability Subtypes. ‘Doehring, ‘Reading Disability Subtypes: Interactions of Reading and Nonreading Deficits. ‘Sweeney, Rourke, ‘Spelling Disability Subtypes. ‘Strang, Rourke, ‘Arithmetic Disability Subtypes: The Neuropsychological Significance of Specific Arithmetical Impairment in Childhood. Part IV: Validity Studies of Learning Disability Subtypes. ‘Fletcher,’ External Validation of Learning Disability Typologies. ‘Van der Vlugt, Satz,’ Subgroups and Subtypes of Learning-Disabled and Normal Children: A Cross-Cultural Replication. Lyon, Educational Validation Studies of Learning Disability Subtypes. Part V: Personality and Socioemotional Dimensions of Learning Disabilities in Children. ‘Porter, Rourke,’ Socioemotional Functioning of Learning-Disabled Children: A Subtypal Analysis of Personality Patterns. ‘Ozols, Rourke, ‘Dimensions of Social Sensitivity in Two Types of Learning-Disabled Children. Strang, Rourke, Adaptive Behavior of Children Who Exhibit Specific Arithmetic Disabilities and Associated Neuropsychological Abilities and Deficits. Part VI: Summary and Conclusions. ‘Fisk, Finnell, Rourke, ‘Major Findings and Future Directions for Learning Disability Subtype Analyses.
Chapters examine the different neuropsychological patterns underlying deficits in math, language, and spelling, and suggest ways to improve learning-disabled children's school performance and social interaction.
Chapters examine the different neuropsychological patterns underlying deficits in math, language, and spelling, and suggest ways to improve learning-disabled children's school performance and social interaction.