author={G. Reid Lyon},
  journal={Journal of Developmental \& Behavioral Pediatrics},
  • G. Lyon
  • Published 1996
  • Medicine
  • Journal of Developmental & Behavioral Pediatrics
Approximately 5% of all public school students are identified as having a learning disability (LD). LD is not a single disorder, but includes disabilities in any of seven areas related to reading, language, and mathematics. These separate types of learning disabilities frequently co-occur with one another and with social skill deficits and emotional or behavioral disorders. Most of the available information concerning learning disabilities relates to reading disabilities, and the majority of… Expand
Giftedness or disability? Living with paradox
ABSTRACT There are difficulties regarding the identification of twice-exceptional students in Turkey. These children can be identified properly by way of multidimensional assessment. The purpose ofExpand
A Multi-Informant Study: Mother–Child Relationship and Children with Learning Disability
ABSTRACT The current study aimed to assess the influence of learning disability (LD) symptoms on mother–child relationships using a multiple-informant approach. Children with LD aged between 7 and 14Expand
How Does Dyslexia Impact on the Educational Experiences of Healthcare Students? A Qualitative Study.
Although the participants experienced typical academic difficulties associated with dyslexia, problem-based learning (PBL) was perceived to be enjoyable and less stressful than traditional lectures and no specific challenges were reported in acquisition of clinical, communication and team working skills. Expand
Inhibitory control of emotional interference in children with learning disorders: Evidence from event-related potentials and event-related spectral perturbation analysis
The present findings seem to indicate that the deficit during emotional interference control ability among children with LD might be due to the impaired attention allocation ability during emotional conflict detection process. Expand
Relationship between the order of permanent tooth eruption and the predominance of motor function laterality: a cross-sectional study.
Laterality in the order of dental eruption is a useful indicator of right or left motor function laterality in developing individuals that may be particularly helpful to determine the main dominance in cases of crossed laterality. Expand
Chintan G Shah1, Pankaj M Buch2 From 1Fellow, Department of Pediatric Nephrology, Bai Jerbai Wadia Children Hospital, Mumbai, Maharashtra, India, 2Professor, Department of Pediatrics, M P ShahExpand
Correlación entre el patrón de erupción de la dentición definitiva y la predominancia de la lateralidad de la función motriz: un estudio transversal
Resumen Objetivos Evaluar si el orden de la erupcion dental es un buen indicador de la lateralidad motora. Metodos Estudio transversal en escolares de ambos sexos de 6 a 8 anos tratados mediante lasExpand


Early Interventions for Children With Reading Problems: Study Designs and Preliminary Findings
Preliminary results are described for a multi-year grant, entitled Early Interventionsfor Children with Reading Problems and funded by the National Institute ofChild Health and Human Development.Expand
Characteristics of Children Labeled and Served as Learning Disabled in School Systems Affiliated With Child Service Demonstration Centers
Significant differences were found among CSDCs in mean IQ and in the percentage of students meeting an arbitrary criterion of severe discrepancy and the results seem to indicate that a heterogeneous, ill-defined population of students is being labeled as learning disabled. Expand
Wanted: Teachers with knowledge of language
Research on the nature of reading and spelling disability (dyslexia) indicates unequivocally that most dyslexic individuals do not process language accurately or fluently at the level of phonologyExpand
Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.
In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to theExpand
Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.
Reading difficulties, including dyslexia, occur as part of a continuum that also includes normal reading ability, and the variability inherent in the diagnosis of Dyslexia can be both quantified and predicted with use of the normal-distribution model. Expand
Individual difference variables that predict response to training in phonological awareness.
The cognitive abilities that predicted growth in response to a 12-week training program in phonological awareness were investigated with a sample of 100 kindergarten children, finding that growth in synthetic awareness was predicted best by a combination of invented spelling and rapid automatic naming of digits. Expand
The missing foundation in teacher education: Knowledge of the structure of spoken and written language
  • L. Moats
  • Psychology, Medicine
  • Annals of dyslexia
  • 1994
The results were surprisingly poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language structure to be able to provide sufficient instruction in these areas. Expand
Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.
To examine the validity of distinguishing children with reading disabilities according to discrepancy and low-achievement definitions, we obtained four assessments of expected reading achievement andExpand
Toward a definition of dyslexia
  • G. Lyon
  • Psychology, Medicine
  • Annals of dyslexia
  • 1995
A precise and inclusionary definition of dyslexia is sorely needed for research purposes and is addressed for those who wish to pursue more in-depth reviews of the definitional issues in Dyslexia. Expand
Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study.
The data indicate that school-identified samples are almost unavoidably subject to a referral bias and that reports of an increased prevalence of reading disability in boys may reflect this bias in ascertainment, and caution against relying solely on schools for identification of reading-disabled children. Expand