Browse > Article
http://dx.doi.org/10.3345/kjp.2008.51.9.911

Pediatric approach to early detection of learning disabilities  

Sung, In Kyung (Department of Pediatrics, College of Medicine, Catholic University)
Publication Information
Clinical and Experimental Pediatrics / v.51, no.9, 2008 , pp. 911-921 More about this Journal
Abstract
Learning disabilities (LD) are heterogeneous group of disorders with evidences of genetic or familial trait, intrinsic to the individual and presume to be due to central nervous dysfunction. Learning disabilities and attention deficit hyperactivity disorder (ADHD) are the two of the most common disorders in the population of school-age children. Typically academic achievements in children with learning disabilities are significantly lower than expected by their normal or above normal range of IQ. Although academic and cognitive deficits are hallmarks of children with LD, those children are also at risk for a broad range of behavioral and emotional problems. Almost all cases meet criteria for at least one additional diagnosis such as ADHD, developmental coordination disorder, depression, anxiety, obsessive compulsive disorder, tic disorder, among which ADHD is particularly predominant. Because of the response to the therapeutic intervention program is promising and positive when applied early, it is critical to recognize patients as early as possible. Pediatricians often are the first to hear from parents worried about a childs academic progress. It is not the responsibility of pediatrician to make a diagnosis, referring children for a diagnostic evaluation of LD is a reasonable first step. Pediatricians can make early referral of suspicious children by asking some serial short questions about basic and processing skills. With a basic knowledge about the clinical characteristics, diagnostic and therapeutic procedures of LD, pediatricians also can provide primary counseling and education for parents at their outpatient clinical settings.
Keywords
Learning disabilities; Pediatric approach; Early detection;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Hammill DD. On defining learning disabilities: an emerging consensus. J Learn Disabil 1990;23:74-84   DOI
2 Bruck M. Persistence of dyslexics phonological awareness deficits. Dev Pshychol 1992;28:874-86   DOI
3 Shaywitz SE. Current concepts: dyslexia. N Engl J Med 1998;338:307-12   DOI   ScienceOn
4 Liederman J, Kantrowitz L, Flannery K. Male vulnerability to reading disability is not likely to be a myth: a call for new data. J Learn Disabil 2005;38:109-29   DOI
5 Seyffert M, Castellanos FX. Functional MRI in pediatric neurobehavioral disorders. Int Rev Neurobiol 2005;67:239-84   DOI   ScienceOn
6 Semrud-Clikeman M, Guy K, Griffin JD, Hynd GW. Rapid automatized naming in children with reading disabilities and attention deficit hyperactivity disorder. Brain Lang 2000;74:70-83   DOI   ScienceOn
7 Ramus F, Pidgeon E, Frith U. The relationship between motor control and phonology in dyslexic children. J Child Psychol Psychiatry 2003;44:712-22   DOI   ScienceOn
8 Marzocchi GM, Oosterlaan J, Zuddas A, Cavolina P, Geurts H, Redigolo D, et al. Contrasting deficits on executive functions between ADHD and reading disabled children. J Child Psychol Psychiatry 2008;49:543-52   DOI   ScienceOn
9 Korean Child Counseling Center. Intervention program for learning disabilities. In : Destrempes-Marquez D, Lafleur L, editors. Les troubles de l'apprentissage. Korean translation. 1st ed. Seoul, Hanulim Publishing Co. 2003:204-6
10 Shaywitz SE, Shaywitz BA. Science informing policy: The National Institute of Child Health and Human Development's contribution to reading. Pediatrics 2002;109:519-21   DOI   ScienceOn
11 American Psychiatric Association. Diagnostic and statistical manual of mental disorders, 4th ed, text revision. Washington DC, American Psychiatric Association, 2000
12 Auerbach JG, Gross-Tsur V, Manor O, Shalev RS. Emotional and behavioral characteristics over a six-year period in youths with persistent and nonpersistent dyscalculia. J Learn Disabil 2008;41:263-73   DOI
13 Vellutino FR, Scanlon DM, Small S, Fanuele DP. Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: evidence for the role of kindergarten and first-grade intervention. J Learn Disabil 2006;39:157-69   DOI
14 Nicolson RI, Fawcett AJ. Procedural learning difficulties:reuniting the developmental disorders? Trends Neurosci 2007;30:135-41   DOI   ScienceOn
15 Semrud-Clikeman M, Hynd GW. Right hemispheric dysfunction in nonverbal learning disabilities: social, academic, and adaptive functioning in adults and children. Psychol Bull 1990;107:196-209   DOI   ScienceOn
16 Clayton MC, Dodd JL. Nonverbal neurodevelopmental dysfunctions. Pediatr Ann 2005;34:321-7   DOI
17 Shaywitz SE, Morris R, Shaywitz BA. The education of dyslexic children from childhood to young adulthood. Annu Rev Psychol 2008;59:451-75   DOI   ScienceOn
18 Rourke BP, Finlayson MA. Neuropsychological significance of variations in patterns of academic performance: verbal and visual-spacial abilities. J Abnorm Child Psychol 1978;6:121-33   DOI
19 Bloom B, Cohen RA. Summary health statistics for U.S. children: National Health Interview Survey, 2006. Vital Health Stat 10 2007;234:1-79
20 Song JY. Abnormal psychology. 1st ed. Seoul : Hakjisa, 2008:69-72
21 Palumbo D, Lynch PA. Psychological testing in adolescent medicine. Adolesc Med Clin 2006;17:147-64
22 Peterson RL, McGrath LM, Smith SD, Pennington BF. Neuropsychology and genetics of speech, language, and literacy disorders. Pediatr Clin North Am 2007;54:543-61   DOI   ScienceOn
23 Shastry BS. Developmental dyslexia: an update. J Hum Genet 2007;52:104-9   DOI
24 Hoeft F, Hernandez A, McMillon G, Taylor-Hill H, Martindale JL, Meyler A, et al. Neural basis of dyslexia: a comparison between dyslexic and nondyslexic children equated for reading ability. J Neurosci 2006;26:10700-8   DOI   ScienceOn
25 DeFries JC, Fulker DW, LaBuda MC. Evidence for a genetic aetiology in reading disability in twins. Nature 1987;329:537-9   DOI   ScienceOn
26 Breier JI, Simos PG, Fletcher JM, Castillo EM, Zhang W, Papanicolaou AC. Abnormal activation of temporoparietal language areas during phonetic analysis in children with dyslexia. Neuropsychology 2003;17:610-21   DOI   ScienceOn
27 Martinez RS, Semrud-Clikeman M. Emotional adjustment and school functioning of young adolescents with multiple versus single learning disabilities. J Learn Disabil 2004;37:411-20   DOI
28 Willcutt EG, Pennington BF, Olson RK, DeFries JC. Understanding comorbidity: a twin study of reading disability and attention-deficit/hyperactivity disorder. Am J Med Genet B Neuropsychiatr Genet 2007;144B:709-14   DOI   ScienceOn
29 Flannery KA, Leiderman J, Daly L, Schultz J. Male prevalence for reading disability is found in a large sample of black and white children free from ascertainment bias. J Int Neuropsychol Soc 2000;6:433-42
30 Schulz E, Maurer U, van der Mark S, Bucher K, Brem S, Martin E, et al. Impaired semantic processing during sentence reading in children with dyslexia: combined fMRI and ERP evidence. Neuroimage 2008;41:153-68   DOI   ScienceOn
31 Quaglino V, Bourdin B, Czternasty G, Vrignaud P, Fall S, Meyer ME, et al. Differences in effective connectivity between dyslexic children and normal readers during a pseudoword reading task: an fMRI study. Neurophysiol Clin 2008;38:73-82   DOI   ScienceOn
32 Berg DH. Working memory and arithmetic calculation in children: the contributory roles of processing speed, shortterm memory, and reading. J Exp Child Psychol 2008;99:288-308   DOI   ScienceOn
33 McFarlane JM, Groff JY, OBrien JA, Watson K. Behaviors of children who are exposed and not exposed to intimate partner violence: an analysis of 330 black, white, and Hispanic children. Pediatrics 2003;112:e202-7. Available from: URL://www.pediatrics.org/cgi/content/full/112/3/e202   DOI   ScienceOn
34 Willcutt EG, Pennington BF. Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil 2000;33:179-91   DOI