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Educational Psychology

2010

Theses/Dissertations

Children

University of Iowa

Articles 1 - 2 of 2

Full-Text Articles in Education

Examining The Neurocognitive Profile Of Dysnomia: A Comparison Of School-Aged Children With And Without Dyslexia Across The Domains Of Expressive Language, Attention/Memory, And Academic Achievement, Robyn Ann Howarth Dec 2010

Examining The Neurocognitive Profile Of Dysnomia: A Comparison Of School-Aged Children With And Without Dyslexia Across The Domains Of Expressive Language, Attention/Memory, And Academic Achievement, Robyn Ann Howarth

Theses and Dissertations

Word-retrieval and rapid naming abilities play an important role in language processing and cognitive development. Researchers have demonstrated that early language difficulties may lead to later reading impairments and several decades of research has convincingly demonstrated that rapid automatized naming is a powerful predictor of concurrent and future reading development. As a result, researchers have argued that naming and reading tasks involve some shared cognitive processes.

Language and reading deficits have implications for academic success and self-esteem, particularly during childhood. Hence, the identification of children at-risk for developing reading impairments is an important task for educators and clinicians. Debates still ...


A Case Study Exploration Of Placement In A Therapeutic Day School As An Educational Intervention Package For Children And Adolescents With Bipolar Disorders, Wesley Arnold Clevenger Dec 2010

A Case Study Exploration Of Placement In A Therapeutic Day School As An Educational Intervention Package For Children And Adolescents With Bipolar Disorders, Wesley Arnold Clevenger

Theses and Dissertations

The number of children and adolescents diagnosed with bipolar disorders has increased dramatically since the mid-1990s, while the treatment literature has failed to keep pace. Few studies have explored any aspect of the educational functioning of this population, and no empirically supported educational interventions have been identified. As a result, school psychologists have little guidance regarding how to effectively serve these students.

In this study, case study methodology was utilized to explore the effectiveness of placement in a therapeutic day school as an educational intervention package for eleven (n=11) children and adolescents diagnosed with bipolar disorders. Both quantitative and ...