Applied Neuropsychology: Child
ISSN: 2162-2965 (Print) 2162-2973 (Online) Journal homepage: http://www.tandfonline.com/loi/hapc20
Neuropsychological Profiles of Written Expression Learning Disabilities Determined by ConcordanceDiscordance Model Criteria Melanie E. Fenwick, Hanna A. Kubas, Justin W. Witzke, Kim R. Fitzer, Daniel C. Miller, Denise E. Maricle, Gina L. Harrison, Sarah J. Macoun & James B. Hale To cite this article: Melanie E. Fenwick, Hanna A. Kubas, Justin W. Witzke, Kim R. Fitzer, Daniel C. Miller, Denise E. Maricle, Gina L. Harrison, Sarah J. Macoun & James B. Hale (2015): Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria, Applied Neuropsychology: Child, DOI: 10.1080/21622965.2014.993396 To link to this article: http://dx.doi.org/10.1080/21622965.2014.993396
Published online: 11 Feb 2015.
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Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=hapc20 Download by: [Texas A & M International University]
Date: 06 November 2015, At: 00:36
APPLIED NEUROPSYCHOLOGY: CHILD, 0: 1–14, 2015 Copyright # Taylor & Francis Group, LLC ISSN: 2162-2965 print=2162-2973 online DOI: 10.1080/21622965.2014.993396
Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria Downloaded by [Texas A & M International University] at 00:36 06 November 2015
Melanie E. Fenwick, Hanna A. Kubas, Justin W. Witzke, and Kim R. Fitzer School and Applied Child Psychology, University of Calgary, Calgary, Alberta, Canada
Daniel C. Miller and Denise E. Maricle Department of Psychology and Philosophy, Texas Woman’s University, Denton, Texas
Gina L. Harrison and Sarah J. Macoun Department of Educational Psychology and Leadership Studies, University of Victoria, Victoria, British Columbia, Canada
James B. Hale School and Applied Child Psychology, University of Calgary, Calgary, Alberta, Canada
Children with specific learning disabilities (SLD) have disparate neuropsychological processing deficits that interfere with academic achievement in spelling, writing fluency, and=or written expression (WE). Although there are multiple potential causes of WE SLD, there is a paucity of research exploring this critical academic skill from a neuropsychological perspective. This study examined the neuropsychological profiles of WE SLD subtypes defined using the concordance-discordance model (C-DM) of SLD identification. Participants were drawn from a sample of 283 children (194 boys, 89 girls) aged 6 years to 16 years old (Mage ¼ 9.58 years, SD ¼ 2.29 years) referred for comprehensive neuropsychological evaluations in school settings and subsequently selected based on C-DM determined spelling, writing fluency, and WE SLD. WE SLD subtypes differed on several psychomotor, memory, and executive function measures (F range ¼ 2.48– 5.07, p range ¼ .049 to
ISSN: 2162-2965 (Print) 2162-2973 (Online) Journal homepage: http://www.tandfonline.com/loi/hapc20
Neuropsychological Profiles of Written Expression Learning Disabilities Determined by ConcordanceDiscordance Model Criteria Melanie E. Fenwick, Hanna A. Kubas, Justin W. Witzke, Kim R. Fitzer, Daniel C. Miller, Denise E. Maricle, Gina L. Harrison, Sarah J. Macoun & James B. Hale To cite this article: Melanie E. Fenwick, Hanna A. Kubas, Justin W. Witzke, Kim R. Fitzer, Daniel C. Miller, Denise E. Maricle, Gina L. Harrison, Sarah J. Macoun & James B. Hale (2015): Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria, Applied Neuropsychology: Child, DOI: 10.1080/21622965.2014.993396 To link to this article: http://dx.doi.org/10.1080/21622965.2014.993396
Published online: 11 Feb 2015.
Submit your article to this journal
Article views: 39
View related articles
View Crossmark data
Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=hapc20 Download by: [Texas A & M International University]
Date: 06 November 2015, At: 00:36
APPLIED NEUROPSYCHOLOGY: CHILD, 0: 1–14, 2015 Copyright # Taylor & Francis Group, LLC ISSN: 2162-2965 print=2162-2973 online DOI: 10.1080/21622965.2014.993396
Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria Downloaded by [Texas A & M International University] at 00:36 06 November 2015
Melanie E. Fenwick, Hanna A. Kubas, Justin W. Witzke, and Kim R. Fitzer School and Applied Child Psychology, University of Calgary, Calgary, Alberta, Canada
Daniel C. Miller and Denise E. Maricle Department of Psychology and Philosophy, Texas Woman’s University, Denton, Texas
Gina L. Harrison and Sarah J. Macoun Department of Educational Psychology and Leadership Studies, University of Victoria, Victoria, British Columbia, Canada
James B. Hale School and Applied Child Psychology, University of Calgary, Calgary, Alberta, Canada
Children with specific learning disabilities (SLD) have disparate neuropsychological processing deficits that interfere with academic achievement in spelling, writing fluency, and=or written expression (WE). Although there are multiple potential causes of WE SLD, there is a paucity of research exploring this critical academic skill from a neuropsychological perspective. This study examined the neuropsychological profiles of WE SLD subtypes defined using the concordance-discordance model (C-DM) of SLD identification. Participants were drawn from a sample of 283 children (194 boys, 89 girls) aged 6 years to 16 years old (Mage ¼ 9.58 years, SD ¼ 2.29 years) referred for comprehensive neuropsychological evaluations in school settings and subsequently selected based on C-DM determined spelling, writing fluency, and WE SLD. WE SLD subtypes differed on several psychomotor, memory, and executive function measures (F range ¼ 2.48– 5.07, p range ¼ .049 to
