Aspects of intellectual function were investigated in a school age sample of 17 Fragile X individuals, employing the Wechsler Intelligence Scale for Children (Revised). The general ability of the sample was substantially below normative average because of the significantly poorer performance by males than females. (Author/DB)

Naming speed skills of 45 dyslexic children (mean ages=8, 13, and 17) and slow learning children (mean age=10) were compared with those of normally achieving children. Results indicated that children with dyslexia and slow learners have persistent and severe problems in naming speed for all stimuli, regardless of whether the stimulus requires…

The study with noninstitutionalized organic and familial mentally retarded and borderline mentally retarded children (N=79) at 2 chronological age levels (mean ages 7 and 10) found no age differences in imitation behaviors in the organic low IQ group and more absolute imitation and recall behaviors in familial low IQ children. (Author/DB)

The paper raises concerns about current intervention practices used with children who, while not handicapped, have academic and/or behavioral problems and who may be labeled handicapped. A lack of options for these high risk students is noted in regular programs, and the impact on the student and the system of the referral-to-testing-to-labeling…

Inter-class ability grouping, i.e., assigning students to classes according to ability, is a controversial topic among parents, teachers, school administrators, and educational researchers. To determine the effects of inter-class ability grouping, a meta-analytic methodology was applied to 85 studies carried out in elementary and secondary…

Examines the direction of effects between slow-learning children and their families in three family types: (1) learning-oriented, high residential quality; (2) achievement-oriented, low residential quality; and (3) outer-directed, with little achievement orientation, taking into consideration child variables of adjustment and adaptive behavior.…

Questionnaire responses from 65 supervisors in human service agencies and interviews with 27 employers, supervisors, and vocational program administrators indicated that employees with moderate special needs (in this case specific learning disabilities and low intelligence) surpass others in several positive work habits. Supervisors valued…

Describes three experiments that tested autistic children's nonverbal and verbal categorization abilities. Concludes that autistic children do not suffer a specific cognitive deficit in ability to categorize and form abstract concepts. (HOD)

Administration of verbal and nonverbal measures to 20 normal language and 20 specifically language-impaired children (ages 4-5) indicated that a "qualitative-differences" model of specific language impairment better accounts for the co-occurrence of poor verbal and poor nonverbal cognitive skills in subjects than a "low-normal"…

This study investigated the self-perceptions of 95 low-ability and 100 high-ability adolescents in a rural community of Jamaica, using a specifically designed survey that incorporated Jamaican culture. The survey examined the following categories: athletic competence, behavioral conduct, social acceptance, scholastic competence, physical…

Forty adolescents with reading/spelling disabilities were assigned on the basis of IQ/achievement discrepancy scores to either a dyslexic or slow learner group. Significantly more females than males were in the slow learner category. Despite having lower IQs, the slow learning group had higher achievement levels, but group differences on…

Electroencephalographic (EEG) power spectra were studied in two poor reader groups (dyslexia and slow learning) and a normal reading group with attention deficit disorder (ADD). In correlational analyses, the combination of greater low beta and less theta power significantly predicted better reading and spelling. Results suggest adequate readers…

The performance of reading-disabled, math-disabled, slow-learning, under-achieving, and normal-achieving children (total n=143) was compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance testing conditions. Ability group classifications changed under dynamic testing conditions. The study demonstrated the…

The percent and characteristics of children who produced invalid profiles on two different continuous performance tests (CPTs) tasks were examined. Sixty-one children referred for attention deficit hyperactivity disorder (ADHD) assessment and 24 non-clinical control children (all children ages 5-16) were given the Test of Variables of Attention…

Evaluation of effects of parent tutoring in word recognition with flash cards with a slow learning seven year old found neither number of words read or frequency of errors was changed by the intervention, but subjective measures did support the intervention's effectiveness. Results suggest the need for parent training for effective home…