Aspects of cognitive processing in high IQ and average IQ learning disabled (LD) children and non-learning-disabled (NLD) children were examined through the use of tests that measured simultaneous and sequential processing, attention, and planning functions. LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores (p = .059). Implications for remediation are discussed.
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