The word reading test of effort in adult learning disability: a simulation study.

The Word Reading Test (WRT) was designed to detect effort problems specific to a learning disability sample. The WRT and the Word Memory Test (WMT) were administered to two simulator and normal control groups. The WRT showed excellent receiver operating characteristics (e.

Processing abilities associated with math skills in adult learning disability.

This study evaluated college adults (N = 138) referred for learning problems using a Cattell-Horn-Carroll based intelligence measure (Woodcock Johnson-Revised: WJ-R) and spatial and executive function neuropsychological measures to determine processing abilities underlying math skills. Auditory and visual perceptual (WJ-R Ga and Gv), long- and short-memory (WJ-R Glr and Gsm), crystallized and fluid intellectual (WJ-R Gc and Gf), and spatial and executive function (Judgment of Line Orientation [JLO] and Category Test) measures differentiated those with and without math deficits. Multiple regression revealed selective processing abilities (Gf, JLO, and Category) predicting about 16% of the variance in math skills after variance associated with general intelligence (also about 16%) was removed.

Processing abilities associated with phonologic and orthographic skills in adult learning disability.

Measures of orthographic and phonologic skills were related to co-normed Woodcock Johnson-Revised (WJ-R) cognitive measures in 138 college age, learning problem adults. Only orthographic deficits were associated with a processing disorder (p<.001).