Learning About Learning Disabilities by Bernice Wong, Deborah L. Butler

By Bernice Wong, Deborah L. Butler

  • Praise for the former version: ''Wong has succeeded in supplying designated descriptions and reviews inside of a ebook which covers a wide diversity of themes. with out exception the chapters are truly written and available, and plenty of give you the reader with not easy principles and sensible suggestions.'' -British magazine of specific schooling

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Learning About Learning Disabilities

Compliment for the former variation: ''Wong has succeeded in offering distinctive descriptions and reviews inside a booklet which covers a wide variety of issues. with out exception the chapters are in actual fact written and available, and lots of give you the reader with not easy principles and functional feedback. '' -British magazine of distinctive schooling

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We found that the evidence on whether children with RD have any particular advantage on visual-spatial WM when compared to their normal achieving counterparts fluctuates with processing demands. Swanson (2000) proposed a model that may account for these mixed findings. There are two parts to this model. The first part of the model assumes that Learning Disabilities and Memory 43 executive processes (domain general system) are used to maintain associations across high demand processing conditions.

C. (2010). The relations between working memory and arithmetical abilities: A comparison between Italian and British children. Manuscript submitted for review. Baddeley, A. D. (1986). Working memory. London: Oxford University Press. Baddeley, A. D. (1996). Exploring the central executive. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49(1), 5–28. Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–422.

Siegel, 1993a,b). Several researchers have found that good and poor readers differ in the way they access phonological information in memory (see Siegel, 2003, for a review). An earlier seminal study by Shankweiler, Liberman, Mark, Fowler, and Fischer (1979) compared the ability of superior, marginal, and poor second grade readers to recall rhyming and nonrhyming letter strings. The superior readers were found to have more difficulty recalling the rhyming letter strings than the nonrhyming strings.

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