Early Learning Difficulties Research Articles

EARLY LIFE LEARNING DISABILITY, PREMATURE PARENTAL DEATH PREDICTS LATE LIFE COGNITIVE IMPAIRMENT

Abstract Recent studies have increasingly identified links between early learning difficulties and later life cognitive impairment. Additionally, the death of a parent adversely affects various outcomes across the life course, particularly when the death occurs earlier than expected. This study evaluated the impact of early learning problems and death of a parent on change in cognitive function over 10 years among older Americans enrolled in the Health and Retirement Study. Data were from respondents’ early educational experiences collected in the 2015 and 2017 Life History Mail Survey and childhood stress measures were from the aggregated childhood histories (N = 10,775). Cognitive impairment was assessed per Langa-Weir’s classification, which includes normal, cognitively impaired but not demented (CIND) and demented groups. Generalized Estimating Equations (GEE) regressions estimated odds ratios (ORs) and 95% confidence intervals (CI) with adjustment for socio-demographic and lifestyle factors. Having at least one early learning problem, and death of a parent before the age of 16 were each associated with increased risk of later life cognitive impairment over time (OR 1.60, 95% CI 1.45-1.76 and OR 2.02, 95%CI 1.83-2.24 respectively). However, learning problem-related differences in risk of cognitive impairment varied by parental death status over time (learning problems x death x time, p=0.05). The risk was highest, amongst those that reported both experiencing early learning problems and parental death relative to those without learning problems. Policies and interventions that enhance diagnosis of early learning problems and improve childhood social contexts are needed to promote healthy cognitive aging amongst older Americans.

Early learning difficulties, childhood stress, race, and risk of cognitive impairment among US adults over age 50: A cross-sectional analysis.

Most literature linking childhood factors to cognitive health outcomes has focused on educational attainment-defined as years of education attained. However, less has been studied about the other aspects of education, such as early learning problems, and stressful family environments. This study examined whether early learning problems and childhood stressors were associated with mid- and later life cognitive impairment among US adults, and if these associations varied by race. We conducted a cross-sectional analysis using the Health and Retirement Study (HRS) along with respondents' early educational experiences from the 2015 to 2017 Life History Mail Survey (N = 9703). Early learning problems were defined as having any of the following: scholastic problems (reading, writing, mathematics), speaking/language issues, and sensorimotor issues- hearing, vision, speech, and motor-coordination. Cognitive status was classified as three levels (normal, cognitively impaired not demented [CIND], and demented) using the HRS Langa-Weir algorithm. Multinomial logistic regression models using generalized logits, estimated relative risk ratios (RRRs), and 95% confidence intervals (CI) with adjustment for sociodemographic factors. Having at least one early learning problem was associated with increased risk of later life cognitive impairment (RRR: 1.75, 95% CI: 1.34-2.29 for dementia, RRR: 1.42, 95% CI: 1.20-1.67 for CIND). Parental death before the age of 16 was associated with 17% higher risk of CIND in later life (RRR: 1.17, 95% CI: 1.01-1.34). However, learning problem-related differences in risk of cognitive impairment were dependent on race (learning problems × race, p = 0.0001). In the demented group, Blacks were 2.7 times more likely to be demented (RRR: 2.66, 95% CI: 1.69-4.17) amongst older adults that experienced childhood learning problems. Early life exposures predicted risk of cognitive impairment. Policies and interventions that enhance diagnosis of early learning problems and improve childhood social contexts are needed to promote healthy cognitive aging amongst Americans, regardless of race.

Analysing the Perceptions of Teachers’ and Parents’ on the Causes and Consequences of Slow Learners’ Early Learning Difficulties in Karachi Pakistan

The development of a nation cannot occur without first addressing the issues of education. Students can learn at varying speeds, from very quickly to quite slowly. Children who fall below the norm for their age group in terms of cognitive development are categorized as slow learners. They have trouble meeting the academic standards of a traditional classroom setting. Educators and researchers from all around the world are beginning to clarify the components of slow learning and conduct extensive studies on slow learners at all levels of schooling. This research looks at pre-schoolers who are slow learners in specific areas of Karachi, as well as the activities and beliefs of both parents and educators that contribute to the problem. The purpose of this research was to determine how teachers and parents perceived the problems and difficulties faced by slow learners and to identify potential solutions to improve their learning. To achieve the objective researchers employed qualitative research design and used a questionnaire to gather information from preschool educators and parents. Findings of the study highlight the importance of characteristics including memory impairment, lack of self-assurance, a lack of social support, and a hesitant disposition in causing learning difficulties. The importance of fostering in children a passion for learning is widely acknowledged by parents. A teacher's ability to provide a learning environment that caters to each student's unique needs and strengths is crucial to the academic success and happiness of slow learners. Unfortunately, there are times when this isn't feasible for a number of reasons. Further support for slow learners is found in individualized lesson plans, extended study periods, learning through projects, and the use of interactive media (such as games), oral instruction, and collaborative projects.

A supplemental computer‐assisted intervention programme to prevent early reading difficulties in Spanish learners: A stratified random control trial

AbstractDifficulties in implementing effective instruction for at‐risk students arise from two challenges: the transfer of evidence‐based knowledge and the lack of economic resources. Computer‐assisted programmes offer a suitable solution, providing quality instruction using low‐cost resources. Thirty‐two first‐grade students with early learning difficulties were identified and paired based on at least three of the pre‐intervention reading measures (reading efficiency of monosyllabic and disyllabic items, words, pseudowords and text reading speed). Each pair was assigned to one of two different intervention programmes: a computer‐assisted intervention programme (CAIP) focused on syllables or the programme provided by the Spanish State School Assistance Services (SSAS). Every week, the CAIP participants received in pairs four 15‐min training sessions on syllable decoding plus one 30‐min group comprehension session. The CAIP was delivered by trainee students. The SSAS programme typically consisted of a 1‐hr individual or in small groups sessions per week delivered by trained practitioners. Both programmes were administered for 11 weeks. The CAIP intervention showed better results than the SSAS intervention for both decoding and comprehension, with moderate to large effect sizes.

Self-Regulation in Children Born with Extremely Low Birth Weight at Four Years of Age: A Comparison Study

ABSTRACT Research Findings: This study examined performance on self-regulatory tasks, in addition to individual characteristics including cognitive ability, receptive and expressive language skills, planning, and behaviour as contributing factors to early learning difficulties. Twenty-nine children born with ELBW and 30 comparison children at four years of age completed self-regulatory tasks. Results indicated no differences between groups for the Gift task; however, comparison children performed better on the Delay of Gratification task than children with ELBW. Although similar numbers from both groups violated the delay protocol, comparison children were more likely to wait for the researcher to return and children with ELBW were more likely to recall the researcher for an immediate, lesser reward. Cognitive ability, language abilities and planning were correlated with Delay of Gratification. Group membership was the best predictor of performance on the Delay of Gratification task; however, maternal education, cognitive ability and expressive language were also significant predictors of Delay of Gratification. Practice or Policy: It is considered that the small sample size and exclusion of children with significant neurodevelopmental disabilities may have contributed to better performance on the self-regulatory measures in this study.

Predictive validity of curriculum-based measurement and teacher ratings of academic achievement

Two alternative universal screening approaches to identify students with early learning difficulties were examined, along with a combination of these approaches. These approaches, consisting of (a) curriculum-based measurement (CBM) and (b) teacher ratings using Performance Screening Guides (PSGs), served as predictors of achievement tests in reading and mathematics. Participants included 413 students in grades 1, 2, and 3 in Tennessee (n=118) and Wisconsin (n=295) who were divided into six subsamples defined by grade and state. Reading and mathematics achievement tests with established psychometric properties were used as criteria within a concurrent and predictive validity framework. Across both achievement areas, CBM probes shared more variance with criterion measures than did teacher ratings, although teacher ratings added incremental validity among most subsamples. PSGs tended to be more accurate for identifying students in need of assistance at a 1-month interval, whereas CBM probes were more accurate at a 6-month interval. Teachers indicated that (a) false negatives are more problematic than are false positives, (b) both screening methods are useful for identifying early learning difficulties, and (c) both screening methods are useful for identifying students in need of interventions. Collectively, these findings suggest that the two types of measures, when used together, yield valuable information about students who need assistance in reading and mathematics.

Multi-Year Longitudinal Investigation of Children's Early Mathematics Development

According to Jordan et al. (2006), most researchers agree that number sense in young children can be defined as the ability to subtilize small quantities, to discern number patterns, to compare numerical magnitudes and estimate quantities, to count, and to perform simple number transformations. Number sense, as assessed by NSB - Number Sense Brief Screener (Jordan, Glutting et al., 2008), is a powerful predictor of later mathematics outcomes at the end of first and third grades (Jordan et al., 2010). The results of Jordan et al. (2010) are in consonance with those of other investigations, suggesting that weaknesses in number competences concerning to counting, number relationships, and basic operations underlie most mathematics learning difficulties (e.g. Gersten et al., 2005; Geary et al., 2007; Landerl et al., 2004). With this study we aim: 1) to adapt the NSB - Number Sense Brief Screener (Jordan, Glutting et al., 2008) for the Portuguese population in order to identify early learning difficulties of mathematics; 2) to analyze the predictive capacity of the battery at the end of first grade; and 3) by a longitudinal and qualitative study, to follow the mathematics learning trajectories during the first and second grade. After kindergarten and at the moment of first grade initiation we measured number sense in Portuguese public schools’ children (n=860, average 6.43 years old). At the present moment we are on the process of the multi-year longitudinal investigation of children's mathematics development. The preliminary NSB results suggest that first-grade lower performance NSB group exhibits weak counting procedures, weak number comparisons (e.g. identify numbers in a numerical sequence), and inaccurate verbal problems’ resolution. Presently we are extending the number of participants; nevertheless, the findings indicate that screening early number sense development is useful for identifying children who will face later math difficulties which support the previous studies of Jordan et al. (2006; 2007; 2008).

Reading Risk and Intervention for Young English Learners: Evidence from Longitudinal Intervention Research

Ever since the Diana v. California State Board of Education decision in 1970, American special educators have been wary of misidentifying as disabled students who are learning English as their second language. Nevertheless, according to the 24th Annual Report to Congress on IDEA (Office of Special Education Programs, 2002), although they account for about 12–13 percent of the population, more than 17 percent of students identified as learning disabled are Hispanic. By comparison, white students, who comprise 75 percent of the population, account for only 61 percent of students identified as having a learning disability. The Civil Rights Project at Harvard also has produced data to suggest that ethnic minorities still tend to be both overrepresented in some categories of disability and underrepresented in others (Losen & Orfield, 2002). Unfortunately, ethnic identification doesn’t reveal the degree to which these or other students are proficient in English. Despite the apparent disproportionality in the percentage of Hispanic students identified as learning disabled, for example, it may also be the case that students who are not proficient in English are underidentified if schools incorrectly attribute early learning difficulties to second-language learning or economic status. The truth regarding the incidence of learning disabilities, particularly reading disabilities, among English learners (ELs) remains obscure. In its 2002 report, Minority Students in Special and Gifted Education, the National Research Council noted that what research exists on ELs has been mainly directed toward debate over language of instruction while “rigorous research on instructional interventions for English language learners has

Episodic Cluster Headache I: Personality and Some Neuropsychological Characteristics in Male Patients1

The etiology and pathogenesis of cluster headache remain largely unknown. Some previous studies have focused on personality characteristics in cluster headache. However, no consistent personality profile has been found. The present study applied two personality inventories, the Karolinska Scales of Personality (KSP) and the Heart and Lifestyle Type A Measure (HALTAM), that have not previously been used in the context of cluster headache. A correlation has been suggested between left-handedness and early learning difficulties, and cluster headache. Thus, these variables were included and measured by inventory techniques. Forty-nine out of 51 consecutive male patients with episodic cluster headache participated in the present study. As compared to controls, the cluster headache patients were significantly more anxiety-prone (higher scores in the KSP Somatic anxiety and Muscular tension subscales), less successfully socialized (low scores in the KSP Socialization scale), and had a more hostile attitude towards others (higher scores in the HALTAM Hostility scale). No relationships between left-handedness or early learning difficulties, and cluster headache disease were found. The implications of the personality differences for the etiology of cluster headache disease are discussed.

Birth Stress, Handedness and Cognitive Performance

Information regarding conditions during pregnancy and delivery was obtained by extensive interviews with mothers to left-handed and right-handed students. Using the same criterion as van Strien, Bouma and Bakker (1987) for defining birth stress, the present study did not replicate their findings of higher frequency of reported birth stress in left-handers. The difference in outcome was ascribed to differences in recruitment of subjects, the present sample constituting a majority of left hand writers from a population of 921 students, while the van Strien sample was less well defined. The present study was extended by comparing left-handed and right-handed subjects (separated for sex) with and without birth stress, on verbal and nonverbal abilities, and on eye dominance, early learning difficulties and familial sinistrality. Left eye dominance was more frequent in male left-handers with birth stress. Birth stress alone had negative effects on cognitive performance, different for males and females.

Hand Preference in a Population of Swedish College Students

A hand preference inventory was administered to a population of 921 Swedish college students. The questions concern writing, drawing, throwing a ball, cutting with scissors, tooth brushing, cutting with a knife, using a hammer, each with five response alternatives: always right, mostly right, either hand, mostly left and always left. A consistent preference over all activities for the left hand was rare (4%), but common for the right hand (62%). Corresponding percentages for writing hand were 9% and 89%, thus contradicting recent reports of a dramatic increase of left-handedness. There were no sex differences. Hand preference for writing was highly correlated with that for the other activities. Self-reported parental sinistrality was more common in respondents with a consistent left hand preference. There was no association between nonright-handedness and selfreported early learning difficulties, although among females mixed handers tended to report a higher frequency of difficulties in learning to write.

An analysis of the learning styles of adolescent delinquents.

The association between school failure and antisocial behavior has been the focus of much discussion but little consensus. In the present study, 53 delinquent adolescents and 51 junior high school students were compared on the basis of their learning profiles. An educational battery was devised to evaluate quality of learning style and error clusters in addition to traditional grade-equivalents. Significant differences were found in the type and prevalence of multiple error clusters within each of the eight educational skill areas and across the eight combined skills. In a second part of the study early school records and parent questionnaires were reviewed. Results indicated a significantly higher prevalence of school problems among the delinquents as early as kindergarten. By second grade, 45% of the delinquents were already delayed in reading and 36% in handwriting, in contrast to only 14% of the comparison group (p < .001). Finally, the prevalence of special education services recommended or provided over the years was surveyed. It is concluded that the learning styles of delinquents may be qualitatively different and that early learning difficulties may provide a sensitive indicator of risk for later delinquency.