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Nondyslexic Children with Combined Writing and Arithmetic Learning Disabilities

Departments of Psychiatry and Pediatrics, McMaster University Health Sciences Centre, Hamilton, Ontario, Canada

William Feldman

Departments of Psychiatry and Pediatrics, McMaster University Health Sciences Centre, Hamilton, Ontario, Canada

A common presenting problem of children in pediatric practice is the constellation of symp toms involving difficulty in completing assignments, trouble with written work, and organiza tional problems. Typically, these children do not have difficulty with reading but show problems with academic achievement. We have recently studied 29 children, aged 7 to 13, referred for learning problems. They were not dyslexic, that is their reading abilities were normal, but they had significant difficulty with written tests and assignments and problems with arithmetic. In addition to difficulty with eye-hand coordination as measured by a test of visual motor inte gration, these children showed poor performance on short-term memory tasks when compared with children who do not have writing or arithmetic problems. Suggested treatments include the use of tape recorders, typewriters, and calculators to help compensate for the writing and short-term memory difficulties associated with these learning problems. The pediatrician, acting as child advocate, can exert influence within the traditional school system to gain acceptance for use of learning aids by children with a developmental output disability.

Clinical Pediatrics, Vol. 22, No. 4, 241-244 (1983)
DOI: 10.1177/000992288302200401


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