Reading Comprehension, Extended Processing and Attention Dysfunction [electronic resource] / Miriam Cherkes-Julkowski and Jonathan Stolzenberg.
This study investigated the role of executive function in children with attention deficit disorders (ADD) by comparing differences resulting when diagnostic measures of reading comprehension consisting of either short or long passages were used. Subjects (all in grades 1-12) were grouped as having a...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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MARC
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| 100 | 1 | |a Cherkes-Julkowski, Miriam. | |
| 245 | 1 | 0 | |a Reading Comprehension, Extended Processing and Attention Dysfunction |h [electronic resource] / |c Miriam Cherkes-Julkowski and Jonathan Stolzenberg. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 11 p. | ||
| 500 | |a ERIC Document Number: ED340194. | ||
| 500 | |a ERIC Note: Paper presented at the Meeting of the National Council on Learning Disabilities (Minneapolis, MN, October 1991). For a related document, see EC 300 843. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a This study investigated the role of executive function in children with attention deficit disorders (ADD) by comparing differences resulting when diagnostic measures of reading comprehension consisting of either short or long passages were used. Subjects (all in grades 1-12) were grouped as having an attention deficit disorder (ADD) and not taking medication (N=37), as non-ADD learning disabled (N=36), as ADD on medication (N=19), and as non-handicapped (N=58). Findings indicated that the ADD subjects tended to: (1) do more poorly in comprehending extended reading passages than shorter ones; (2) do more poorly than other children on extended reading passages; and (3) manifest a greater difference between their abilities to comprehend shorter versus longer passages than other groups at three of the five age levels considered. Results also supported the existence of two types of learning disability: attention-based LD and language-based LD. (Author/DB) | ||
| 521 | 8 | |a Researchers. |b ericd. | |
| 650 | 1 | 7 | |a Attention Control. |2 ericd. |
| 650 | 1 | 7 | |a Attention Deficit Disorders. |2 ericd. |
| 650 | 1 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Learning Disabilities. |2 ericd. |
| 650 | 0 | 7 | |a Metacognition. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 700 | 1 | |a Stolzenberg, Jonathan. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED340194.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED340194 |h Other scheme |i web |n 1 |