This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Korhonen, T. T. Search for Related Content PubMed PubMed Citation Articles by Korhonen, T. T. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Social Bookmarking                         What's this?

Neuropsychological Stability and Prognosis of Subgroups of Children with Learning Disabilities

Tapio T. Korhonen received his PhD from the University of Turku, Finland, in 1988. He is a clinical neuropsychologist at the Pediatric Clinic of the University of Turku. His research focuses on learning disabilities in children. Address: Tapio T. Korhonen, Pediatric Clinic, University of Turku, 20520 Turku, Finland.

A sample of 74 Finnish children with mild learning disabilities (LD) and 57 controls was followed from the third grade (Study 1) to the sixth grade (Study 2). In the initial study, the sample had been grouped into five valid subgroups (Normal, General Language, Visuo-Motor, General Deficiency, Naming) utilizing a cluster analysis. In both studies a battery of 12 neuropsychological, reading, and writing tests was administered, and teacher ratings were obtained. The results indicated that the general neuropsychological profiles of the subgroups were maintained, but some changes, consistent with the progress in reading, were noted. The developmental rate of some neuropsychological functions from Study 1 to Study 2 in the subgroups of children with learning disabilities more closely approached that of the Normal subgroup. At follow-up, 64% of the original LD sample continued to have marked reading and/or writing problems. The Naming subgroup had a more unfavorable prognosis than the other subgroups, especially in reading, and the General Deficiency subgroup in writing (spelling), respectively. Some possibilities for using the results to improve remedial teaching are discussed.

Journal of Learning Disabilities, Vol. 24, No. 1, 48-57 (1991)
DOI: 10.1177/002221949102400109


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. Holopainen, T. Ahonen, and H. Lyytinen Predicting Delay in Reading Achievement in a Highly Transparent Language J Learn Disabil, September 1, 2001; 34(5): 401 - 413. [Abstract] [PDF]

				E. H. Wiig, P. Zureich, and H.-N. H. Chan A Clinical Rationale for Assessing Rapid Automatized Naming in Children with Language Disorders J Learn Disabil, July 1, 2000; 33(4): 359 - 374. [Abstract] [PDF]

				M. A. Bonafina, J. H. Newcorn, K. E. McKay, V. H. Koda, and J. M. Halperin ADHD and Reading Disabilities: A Cluster Analytic Approach for Distinguishing Subgroups J Learn Disabil, May 1, 2000; 33(3): 297 - 307. [Abstract] [PDF]

				L. Dimitrovsky, H. Spector, R. Levy-Shiff, and E. Vakil Interpretation of Facial Expressions of Affect in Children with Learning Disabilities with Verbal or Nonverbal Deficits J Learn Disabil, May 1, 1998; 31(3): 286 - 292. [Abstract] [PDF]

				C. Watson and D. M. Willows Information-Processing Patterns in Specific Reading Disability J Learn Disabil, April 1, 1995; 28(4): 216 - 231. [Abstract] [PDF]

				T. T. Korhonen The Persistence of Rapid Naming Problems in Children with Reading Disabilities: A Nine-Year Follow-up J Learn Disabil, April 1, 1995; 28(4): 232 - 239. [Abstract] [PDF]

				S. S. Little Nonverbal Learning Disabilities and Socioemotional Functioning: A Review of Recent Literature J Learn Disabil, December 1, 1993; 26(10): 653 - 665. [Abstract] [PDF]