Date of Award
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This study presents the results of a four-year follow-up study of the neuropsychological abilities of normal and disabled readers/spellers. The relationship between the neuropsychological profiles of these two groups and of a group of subjects from another data base was determined. The results of these analyses indicated that the neuropsychological profiles of disabled readers/spellers matched very highly with the profiles of other children who presented with such difficulties as academic problems, low academic achievement levels, speech and/or language problems, a lower Verbal IQ than Performance IQ on the WISC, and the left cerebral hemisphere implicated in their neuropsychological diagnosis. On the other hand, the normal readers/spellers matched very highly with normal children from the other data base. In addition, the neuropsychological profiles of the disabled readers/spellers were much more similar to the profiles of other disabled readers/spellers than they were to the profiles of normal readers/spellers. The relationship between the average level of phonetic accuracy of misspellings and various neuropsychological variables was also determined. The results indicated that the average level of phonetic accuracy was highly and consistently related to the level of neuropsychological impairment, to achievement measures (particularly word decoding), to various language tasks, and to sensory-perceptual problems on both sides of the body. The results were discussed with respect to some major theories of learning disabilities, with particular emphasis on future research in the field.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1986 .R877. Source: Dissertation Abstracts International, Volume: 47-09, Section: B, page: 3970. Thesis (Ph.D.)--University of Windsor (Canada), 1986.
RUSSELL, DIANE LESLIE., "NEUROPSYCHOLOGICAL CHARACTERISTICS OF NORMAL AND DISABLED READERS AND SPELLERS: A PROFILE ANALYTIC APPROACH." (1986). Electronic Theses and Dissertations. 2828.