Retention of verbal and non-verbal information was assessed in groups of hyperactive, normal and nonhyperactive reading disabled boys matched on age, verbal IQ and socio-economic status. The experimental tasks consisted of a series of verbal and a series of non-verbal measures that were analogous in design. Hyperactive children were comparable to normals in short-term and long-term retention of both verbal and non-verbal stimuli. However, their performance was significantly below that of normal children on tasks requiring effortful mental processing and organization. In contrast, reading disabled children were significantly worse than normals on the experimental tasks of verbal memory. This finding was interpreted as suggesting verbal encoding deficiences in nonhyperactive reading disabled children.

Although the behavioral phenotype of disorders such as attention deficit hyperactivity disorder (ADHD) and reading disability (RD) are well established, to date, few studies have assessed the association between the core cognitive characteristics implicated in each disorder. And fewer yet have addressed this in a sample of typically developing preschool and young school age children when such skills are developing and maturing. The present study focused on providing a typical trajectory of attentional and inhibitory performance alongside delay aversion and their association with naming speed, a basic cognitive process involved in the acquisition of later reading skills. Alongside the developmental characteristics of these cognitive domains, the results indicate an association between rapid naming deficits and poor attentional and inhibitory control. The results further suggest distinct association between attentional control, inhibitory control, naming speed and poor attention ratings. These findings have implications for pedagogical planning for children with ADHD and RD.

There is no abstract available for this dissertation.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Tufts University, 2002. / Adviser: Maryanne Wolf. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 89-106). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (Dip.App.Psych.) -- University of Adelaide, Dept. of Psychology, 1973.

Thesis (M.Ed. 1978) from the Department of Education, University of Adelaide.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 187. Thesis director: Margo Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Mar. 17, 2009). Includes bibliographical references (p. 176-186). Also issued in print.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (43-45).

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vi, 130 p. Vita. Includes abstract. Includes bibliographical references (p. 93-104).