Linked Life Data

1810158

Source:http://linkedlifedata.com/resource/pubmed/id/1810158

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
6
pubmed:dateCreated
1992-5-26
pubmed:abstractText
From a data-base of all nonspeaking children in North Dakota we analyzed the data on those children functioning above the retarded range to determine the prevalence of children meeting the main inclusion criteria for learning disabilities (LD), a severe discrepancy between IQ and achievement. The mean IQ for this group of 38 nonspeaking, nonretarded children of 104.0 was significantly higher than IQ equivalent scores in the academic subjects of reading (66.4), math (70.4), written language (65.2), and spelling (71.2). Using a stringent criterion for an IQ-achievement discrepancy of 2 standard deviations, 27 of 38 (71%) met this criterion in at least one subject. Academic subjects dependent upon higher linguistic functioning, written language and reading, were more affected than spelling and math. While the vast majority (73%) of these 38 children were deaf, the prevalence of IQ-achievement discrepancies was also found in 57% of the nonspeaking children without hearing impairments. These data suggest the common practice of excluding a diagnosis of a learning disability in a deaf child on the basis of the child's hearing impairment may not be appropriate. Further research is needed on the role of speech in academic achievement.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:month
Nov
pubmed:issn
0387-7604
pubmed:author
pubmed:issnType
Print
pubmed:volume
13
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
428-32
pubmed:dateRevised
2004-11-17
pubmed:meshHeading
pubmed:year
1991
pubmed:articleTitle
Educational achievement in non-verbal children: are they learning disabled?
pubmed:affiliation
Kennedy Institute, Johns Hopkins University School of Medicine, Baltimore.
pubmed:publicationType
Journal Article