The social misperception syndrome in children with learning disabilities: social causes versus neurological variables

Modifiability in Emotional Understanding Among Children With Learning Disabilities

Children with specific learning disabilities (SLD) exhibit specific difficulties in high-order components of emotional understanding that involve language (e.g., recognition of complex emotions from situations), or defining emotions and providing examples. The objectives of the current study were to study (a) modifiability of emotional understanding using a short-term mediation program aimed at enhancing emotional understanding among children with SLD as compared with typically developing (TD) children, (b) the correlation of language ability with emotional understanding. A sample of 64 boys with SLD and 33 TD boys (9–11 years old) were administered emotional understanding measures, and tests of language processing. The children were given the Language of Emotions Mediation Program and retested on the emotional understanding measures. Children with SLD revealed initial lower level of emotional understanding than TD children but higher pre- to postmediation improvement. The correlation between emotional understanding measures and verbal ability decreased from pre- to postmediation only in children with SLD. These findings indicate less cohesiveness between the two domains because of the mediation program.

Personality Profiles of Adults with Verbal and Nonverbal Learning Disabilities

This study examined the MMPI-derived personality profiles of three learning-disabled sub-types. Results obtained through profile analysis indicated that there were no significant differences between the three groups on the validity and 10 basic scales of the MMPI. However, the combined learning-disabled groups differed significantly from the normative sample on the MMPI, scoring higher on 11 of the 13 scales studied. Statistical analyses revealed that 20% of the LD sample displayed significantly marked elevations on one or more of the MMPI scales.

The familial incidence of symptoms of scotopic sensitivity/Irlen syndrome: comparison of referred and mass-screened groups

The familial incidence of Scotopic Sensitivity/Irlen Syndrome was investigated in two samples. One sample involved parents and siblings of 126 children identified with symptoms who had been referred for screening. The other sample involved parents and siblings of 33 children who had been identified with symptoms through mass screening of all children in Grades 3 to 6 at two local schools. Two different samples were taken to investigate the possibility of parental referral bias. Familial incidence may be inflated in a referred sample because some parents may be aware of their own symptoms and actively seek assistance. For the sample of children referred for screening, there was an 81% chance of either one or both parents showing similar symptoms and a 76% chance of siblings being similarly affected. For the sample of children identified through school screening, there was an 85%, chance of either one or both parents showing similar symptoms and a 54% chance of siblings being similarly affected. The data confirm previous estimates of incidence and suggest that Scotopic Sensitivity/Irlen Syndrome may be a genetically-based deficit in visual processing.

Scotopic sensitivity/Irlen syndrome and the use of coloured filters: a long-term placebo controlled and masked study of reading achievement and perception of ability

This study investigated the effects of using coloured filters on reading speed, accuracy, and comprehension as well as on perception of academic ability. A double-masked, placebo-controlled crossover design was used, with subjects being assessed over a period of 20 mo. There were three treatment groups (Placebo filters, Blue filters, and Optimal filters) involving 113 subjects with "reading difficulties", ranging in age from 9.2 yr. to 13.1 yr. and with an average discrepancy between chronological age and reading age of 1.8 yr. The 35 controls (who did not use coloured filters) ranged in age from 9.4 yr. to 12.9 yr., with an average discrepancy between chronological age and reading age of 2.1 yr. The treatment groups increased at a significantly greater rate than the control group in reading accuracy and reading comprehension but not for speed of reading. For self-reported perception of academic ability, two of the three treatment groups showed significantly greater increases than the control group. The larger improvements for treatment groups in reading comprehension may be related to a reduction in print and background distortions allowing attention to be directed to the processing of continuous text rather than to the identification of individual words. A reduction in print distortion, however, may not be sufficient to generate improved word-identification skills without additional remedial support, and this may be indicated by the nonsignificant increase in rate of reading.

LD, interpersonal understanding, and social behavior in the classroom

This study used Baron and Kenny's (1986) criteria for mediation to investigate the extent to which interpersonal understanding mediates the relation between learning disabilities (LD) and social adaptation in the classroom. Twenty-two children with and 22 children without a diagnosis of LD completed a semistructured developmental clinical interview measure of interpersonal understanding. They were also rated by their fourth- and fifth-grade teachers on a measure of social adaptation in the classroom. Interpersonal understanding and social adaptation in the classroom were found to be positively correlated. Children with LD exhibited less interpersonal understanding and social adaptation. Although this group difference on social adaptation was greatly reduced when interpersonal understanding was statistically controlled, it remained statistically significant. These results suggest that reduced social adaptation in the classroom and lower interpersonal understanding are both associated with a diagnosis of LD. However, they do not conclusively support the claim that interpersonal understanding mediates the relation between LD and social adaptation. Thus, whether the social difficulties of people with LD stem from the same complex phenomena that produce these people's learning problems remains an open question.

Digit span and other WISC-R scores in the diagnosis of dyslexia in children

The examination of subtest scores on the Wechsler Intelligence Scale is needed to provide confirmatory evidence for various subtest categorizations as there is no consensus about what patterns might be diagnostically useful. The present study supports the use of the ACID/AVID profiles (Arithmetic, Coding or Vocabulary, Information, and Digit Span) as elements in the diagnosis of dyslexia. WISC-R scores from 44 subjects were analyzed for specific subtest patterns of scores which might separate dyslexic individuals from the WISC-R standardization group. Perhaps some WISC-R ACID/AVID profile pattern analyses may be valid in the diagnosis of a stringently defined population of learning disabled individuals such as dyslexic children.

Contrast sensitivity differences between proficient and disabled readers using colored lenses

Colored overlays or lenses (e.g., Irlen lenses) have been used in attempts to remediate reading difficulties. The present study included four middle-socioeconomic status (SES) adults and four middle-SES children with reading disabilities as well as an equal number of nondisabled readers of the same age groups and SES. Examined were (a) the relationship of wavelength (lens color) to visual grating performance, (b) the effect of reading disability on performance with each lens-color/luminosity-grating combination, (c) group performances on a visual detection task with the clear and chromatic lenses, and (d) peripheral retinal brightness thresholds. The spatial frequency of the gratings (and not the lens color) permitted subjects with reading disabilities to be differentiated from the proficient readers. Subjects with reading disabilities displayed significantly lower contrast sensitivity when tested with sine-wave gratings, as well as displaying higher brightness thresholds in the peripheral retina.

Visual perceptual differences in the dyslexic reader: evidence of greater visual peripheral sensitivity to color and letter stimuli

The present study replicated the 1987 work of Geiger and Lettvin and of Grosser and Spafford in 1989 in providing evidence for greater peripheral sensitivity to individual letter and color stimuli for 10 dyslexics as compared to 10 normal readers. Earlier studies have demonstrated that dyslexics tend to favor clearer images in the peripheral retina as compared to the foveal advantage of proficient readers. For letter and color stimuli individually presented there was a statistically significant difference between dyslexics and proficient readers based on the ability of dyslexics to recognize both letter and color stimuli at greater peripheral distances from the point of fixation. This study directly supports the consideration of visual perceptual factors in the identification and discussion of dyslexia.

Reply to Stuart and Lovegrove's question, "visual processing deficits in dyslexia: receptors or neural mechanisms?"

Recently Stuart and Lovegrove questioned the receptor hypothesis of Grosser and Spafford which these authors used to account for the findings that dyslexic individuals have superior peripheral color discrimination to normal readers but also have poorer peripheral brightness discrimination than normal readers. Stuart and Lovegrove hypothesized that dyslexics instead have an impaired transient visual system. The receptor hypothesis is an attempt by Grosser and Spafford to link the functioning of the rods and cones to transient and sustained visual system functioning in a more specific manner than has been tried heretofore by suggesting that, while the parvocellular system is almost entirely fed by cones, both kinds of receptors drive magnocellular cells (but with the rapid onset of early transient system responding being due to the highly light sensitive rods). The rods are proposed to be the receptors initiating the rapid onset of responding in the magnocellular, transient pathway. In dyslexic individuals, they maintain, there are relatively fewer rods to provide for the rapid onset of transient system responses, resulting in a diminished capacity of the transient system to inhibit sustained system activity (as occurs with normal readers). Their receptor hypothesis supplements the concept of transient-vs-sustained system differences.