Specific Learning Disorder

Question 1

SLD prevalence in U.S.

Answer 1

15–20%

Question 2

Male to female ratio

Answer 2

1.5 to 1

Question 3

visual word form area.

Answer 3

A region in the left occipitotemporal cortex, including the middle part of the left fusiform gyrus, devoted to rapid processing of written words

the brain’s “letterbox”

Question 4

neural signature of dyslexia

Answer 4

During tasks requiring phonological analysis:

underactivation in Wernicke’s area, angular gyrus, and striate cortex

with concurrent overactivation in the inferior frontal gyrus

Question 5

Comorbid conditions of dyslexia

Answer 5

Oral language deficits (55%)
Mathematics disabilities (55%)
ADHD (25–40%)

Question 6

Double-Deficit Model of Reading Disabilities

Answer 6

Rapid naming speed (single-deficit) and phonological awareness
(single-deficit)

Question 7

Late-emerging reading disabilities

Answer 7

reading deficits are not evident until at least third grade (~40%)

• associated with learning to read to reading to learn
• often associated with
  coexisting conditions, especially ADHD

Question 8

Implicated brain regions in math disorder

Answer 8

several brain regions within the posterior parietal cortex, including the intraparietal sulcus, the supramarginal gyrus, and the angular gyrus.

Question 9

Prevalence of math disorder

Answer 9

similar to reading disorder (~20%), suggesting a high level of co-occurence

Question 10

Implicated brain regions in dysgraphia/written language disorder

Answer 10

alterations in white matter microstructure in several brain regions, predominantly within the left hemisphere

Question 11

Prevalence of those with dysgraphia having dyslexia

Answer 11

Up to 75%

Question 12

Male to female ratio for dysgraphia

Answer 12

3-4 to 1

Question 13

Prevalence of dysgraphia

Answer 13

7-15%

Question 14

SLD models

Answer 14

Aptitude-Achievement Discrepancy Model - discrepancy between measured intelligence and a specific academic skill

Low-Achievement Model - low achievement on standardized measure (most validity)

Intraindividual Differences Model - takes into account individual profiles of strengths and weaknesses in cognitive functioning and information processing. Students are identified as having learning disabilities when their profiles are markedly uneven.
Problem with this model: test scatter is normal, cognitive profiles do not consistent translate to individualized instruction

Response to Intervention (RTI) Model - students should receive adequate instruction with appropriate monitoring before being considered to have a learning disability.

Question 15

The neural signature of dyslexia includes:

Answer 15

under activation of Wernicke’ s area, the striate cortex, and the angular gyrus, but overactivation of the inferior frontal gyrus

Question 16

The concept of numerosity is comprised of…?

Answer 16

Comparison (symbolic or non-symbolic) and number line estimation skills.

Question 17

Medical Conditions that are associated with high risk of math SLD

Answer 17

spina bifida and congenital hydrocephalus (occurs more than 50%)