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Summary Significant numbers of children referred for evaluation of learning disabilities demonstrate written language disorders. They may have problems with handwriting, spelling, written formulation, or a combination of all three. Some questions that may be asked for assessment and some general...
Conclusion Since Orton first noted the communicative and perceptual deficits of reading impaired children, many investigators have attempted to delineate in more detail the nature of perceptual impairment in children with language and reading disabilities. Considerable advances in our knowledge...
Summary The greater discrepancy between spatial vs sequential/conceptual WISC subtest results in learning-disabled children is instrumental to the idea that these children might profit relatively more from an imagery based strategy in organizing and recalling noun pairs and triplets than from a...
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