Adolescents earlier diagnosed as dyslexic show major IQ declines on the WISC-III     

P. T. Ackerman  N. L. Weir  C. A. Holloway  R. A. Dykman 《Reading and writing》1995,7(2):163-170

Adolescents (n=43) previously diagnosed as dyslexic/reading disabled had markedly lower IQ scores on the newly standardized Wechsler Intelligence Scale for Children (WISC-III) than on the earlier administered WISC-R. The declines for Verbal, Performance, and Full Scale IQs were 10, 12, and 11 points, respectively, which were twice as great as in a subset of the standardization sample given both versions of the WISC. The adolescents did not show a significant decline in standard scores from the Wide Range Achievement Test (Level I to Level II). However, only two subjects had current reading and spelling standard scores above the 25th percentile. The impact of lower WISC-III IQs on guidelines for classification of students as learning disabled is discussed.  相似文献   

Parent question use during shared reading time: How does training affect question type and frequency?     

Jamie Zibulsky  Christine Casbar  Tamar Blanchard  Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献   

Constituting information technology research: the experience of IT researchers     

Binh Pham  Christine Bruce  Ian Stoodley 《高等教育研究与发展》2005,24(3):215-232

The collective consciousness of effective groups of researchers is characterized by shared understandings of their research object or territory. In this study, we adopted a phenomenographic approach to investigate information technology (IT) research, and its objects and territories, as they are constituted in the experience of IT researchers. Semi‐structured interviews were conducted with researchers representing different sub‐disciplines. Analysis revealed the variation in meaning associated with the idea of IT research; and the awareness structures through which participants experience variation in ways of seeing the object and territories of IT research. Eight ways of seeing IT research were found. The outcomes of our project appear to make visible the changes and developments that are an essential part of the character and experience of contemporary IT research.  相似文献   

Psychosocial correlates of child abuse potential in multiply disadvantaged adolescent mothers     

Budd KS  Heilman NE  Kane D 《Child abuse & neglect》2000,24(5):611-625

OBJECTIVE: This study had two aims: First to examine psychosocial correlates of child maltreatment risk, and second to assess the validity of the CAP Inventory (Milner, 1986) with multiply disadvantaged teenage mothers. METHOD: Participants were 75 adolescent mothers who were wards of the Illinois child protection system. Mothers (aged 14-18) and infants participated in home-based psychosocial assessment of personal and parenting functioning. Group comparisons examined differences for mothers with elevated versus normal versus invalid CAP scores due to faking good. RESULTS: Findings indicated that abuse risk groups differed on emotional distress, social support satisfaction, reading achievement, and years of education, but not on parenting beliefs or quality of child stimulation. Differences favored the normal over the elevated risk group in all significant comparisons, whereas mothers with elevated faking good differed from normals only in lower reading achievement. Multiple regression analysis highlighted emotional distress, support dissatisfaction, and low achievement as significant predictors of greater abuse risk. CONCLUSIONS: Despite sharing multiple disadvantages, adolescent wards are a heterogeneous group who show different levels of psychosocial functioning corresponding to levels of child maltreatment risk. The findings provide support for the concurrent validity and clinical applicability of the CAP Inventory with disadvantaged teenage mothers.  相似文献   

Book Review: Memory's War Against Forgetting. The Nature of Remembering: Essays in Honor of Robert G. Crowder. By Henry L. Roediger III, James S. Nairne, Ian Neath, and Aimee M. Surprenant (Eds.). American Psychological Association, Washington, DC, 2001, 396 pp. ISBN 1-55798-750-5     

Frank N. Dempster 《Educational Psychology Review》2002,14(4):413-423

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Assessing a Holistic Trait and Factor Approach to Career Development of College Students     

Patrick Johnson  Cassandra N. Nichols  Walter C. Buboltz  Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14

To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision.  相似文献   

Reading Comprehension of Dutch Deaf Children     

Loes N. Wauters  Wim H. J. Van Bon  Agnes E. J. M. Tellings 《Reading and writing》2006,19(1):49-76

In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between 6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade. The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading comprehension.  相似文献   

On the Number of Cycles in Randomly Selected Permutations     

Kavita Laghate  M.N. Deshpande 《Teaching Statistics》2003,25(3):93-95

In this article we derive the distribution, mean and variance of the number of cycles in a randomly selected permutation of the first n integers.  相似文献   

Learning organic chemistry through natural products     

N. R. Krishnaswamy 《Resonance》1996,1(2):40-46

Chemical methods to determine the conformations and absolute configurations of menthol, a cyclohexane derivative with 3 chiral centres, are described.  相似文献   

Learning organic chemistry through natural products     

N R Krishnaswamy 《Resonance》1996,1(7):23-30

Some interesting examples of the linkage between the structure and biological function of secondary metabolites in plants and animals are described.  相似文献