This review considers prevalence rates, risk factors, neuropsychological profiles and behavioural and socioemotional problems associated with specific learning disabilities in arithmetic and reading. Both arithmetic and reading difficulties can arise from environmental, genetic, neurological and congenital factors. Consequently, a thorough assessment using neuropsychological and behavioural measures and scanning techniques can be necessary to identify the likely cause for appropriate remediation and intervention. There is increasing evidence for three main subcategories of learning disabilities which approximate closely to the ICD-10 (1992) classification of specific reading, arithmetical and mixed scholastic disorders. The different prevalence rates and disparities in research finding on associated behavioural and socioemotional difficulties children in these subcategories experience probably reflect the arbitrary nature of the definition criteria and the various tests and measures used, some with unstandardised or outdataed norms. Future research is needed using strict definition criteria and reliable and standardised tests and measures to help clarify these issues to improve remediation for these children.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:512998 |
| Date | January 1997 |
| Creators | Smith, Alan J. |
| Publisher | University of Glasgow |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://theses.gla.ac.uk/1071/ |
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