ADHD and Learning Disabilities in School Aged Children
The article by Czamara, Tiesler, Kohlbock et al. (2013) focuses on attention deficit hyperactivity disorder (ADHD) and dyslexia as the most common neuro-behavioral childhood disorders. 5% of school children are affected by these issues, while an estimated half of all children with ADHD present as LD students (learning disabled). The study examines the relationship between ADHD symptoms and learning disabilities in reading, spelling and math. The researchers found that students with ADHD were at a higher risk of presenting with math, reading and spelling learning disabilities compared to students without ADHD. The study showed that both ADHD and learning disorders are comorbid and likely the effect of the same underlying problem, though exactly what that problem or process is remains unclear.
Czamara et al. (2013) utilize numerous recent studies to support their research. These studies show that ADHD is often found among LD students and that there can be some confusion among teachers as to the best way to approach these students to help overcome learning obstacles and succeed in their schoolwork. However, few studies have actually compared the comorbidity of ADHD and LD and as Czamara et al. (2013)...
Learning disabilities in children are sometimes difficult to identify. Children can go years without proper diagnosis. If they are never diagnosed, they can go well into adulthood without knowing anything was wrong, impacting their academic performance and career choices. Therefore it is important to understand what some of these learning disabilities are in order to identify it sooner and assist children once identified, by properly instructing the disabled child to
Among all the measures, sentence imitation illustrated the greatest power in discriminating poor and adequate readers (2010). Another study conducted by Flax, Realpe-Bonilla, Roesler, Choudhury, and Benasich (2010) studied the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) with the hope of identifying "which language constructs (receptive or expressive) and which ages
Conclusion For the new teacher, the most important factor in resolving issues concerning students with learning disabilities is to recognize the high incidence of depression and other emotional disturbances that go along with it. Early treatment and intervention can improve the outcome for the child. However, the teacher must first be able to recognize the signs of these disorders and to provide them with resources that will help them resolve these
ADHD and Reading Difficulty Learning Disabilities The Nature of the Relationship between ADHD and Reading Difficulty The Nature of the Relationship between ADHD and Reading Difficulty There is substantial evidence showing a strong association between reading difficulty and attention problems in children and adolescents (reviewed by Greven, Rijsdijk, Asherson, and Plomin, 2012). This learning-related 'comorbidity' is believed to be primarily genetic in nature and several studies have presented evidence consistent with this theory.
Foundations Do you think this student might have a learning disability? Why or why not? learning disability is referred to as affecting acquisition, organization, retention, and understanding of information, both verbal and nonverbal, as gauged from perceiving, thinking, remembering, or learning. The student understands information, memorizes information, understands science concepts, and has fairly good math skills. ADHD Do you think this student might have ADHD? Why or why not? ADHD is defined through three main
ADHD and achievement: Meta-Analysis of the child, adolescent, and adult literatures and a concomitant study with college students" by Frazier (et al. 2007) was to examine the role of the learning disability ADHD (attention deficit hyperactivity disorder) in determining the academic performance of students in college. Previous literature reviews had indicated that students with ADHD more likely than their non-LD counterparts to fail or repeat grades. However, there were
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