The goal of this research project was to design a personality test which would help select, guide, and place prospective teachers into situations where they would be happiest and most effective. A Developmental Self and Child Concept Scales (DSCCS) test was developed and administered to 81 women attending a graduate teacher training program. In…

"Academically disabled" adolescents (N=70) participated in a visual literacy approach to reading and writing development. The subgroup of learning disabled students significantly improved in reading comprehension and narrative and descriptive writing, while "borderline" students (intelligence quotient 70-89) improved in reading comprehension.…

Many big cities have instituted systematic retention to replace social promotion policies. This study examined the extent to which retaining low achieving students in their current grade for an additional year has a built-in effect on the average reading scores for the grade in which they were retained and the grade they would have been promoted…

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…

Examines the reciprocal relationship between the home environment and the development of 148 slow learning adolescents over a three-year period, assessing such factors as child-rearing attitudes, educationally relevant stimuli and opportunities, and psychosocial climate and environmental press of the home. (HOD)

Discusses results obtained from a longitudinal experiment in early education designed to prevent mild mental retardation in high-risk families. Indicates that risk frequently becomes manifest deficits by the second year of life but that systematic and intense early education can prevent that occurrence. (AS)

This report presents the proceedings of a working group convened in Copenhagen in November 1975 by the World Health Organization to discuss the problems of children 5 to 9 years. The report focuses on a survey of the general problems of European children of this particular age, individual risk factors, and individual groups at risk, and suggests…

The report examines the identification of potentially handicapping conditions in an adolescent population using data from the National Center for Health Statistics' survey (approximatey 8,000 adolescents selected in 1968). Identification of the following disabilities were examined: hearing impairment, vision problems, orthopedic handicaps, mental…

Post high school occupational level and job success were correlated with variables such as sex, race, school achievement, further educational training, and parental educational-occupational levels for 265 urban slow learners (IQ range 70-90) who graduated in either 1969 or 1972. Data on academic achievement demographic factors and students'…

Describes a pilot project for pupil tutoring in which six "persistent truants" (aged 15 plus) were placed in a primary school to tutor 12 children ages five through eight who had been identified as "slow learners" by their teacher. (Author/CT)

This study evaluated the usefulness of perinatal medical status, environmental risk, and infant developmental status as predictors of low IQ at age 4 among 70 4-year-olds who had been in a neonatal intensive care unit at birth. It found family environment the most predictive, 18-month developmental assessments somewhat useful, and perinatal health…

Factor analysis performed on the Wechsler Intelligence Scale for Children-Revised (WISC-R) for 252 subjects (ages 6-16), who were mentally handicapped, slow learners, or learning disabled, identified 3 factors: verbal-conceptual, perceptual-spatial, and distractibility-short-term memory. Findings suggest that the factor example can be used to…

The Freedoms Scale was developed to assess the attitudes of slow learning and nonacademic secondary students in Canada toward democratic values, and, in particular, toward civil liberties. Vignettes were developed around situations describing threats to an individual or group's constitutional rights. Students were asked how they feel (e.g.,…

The Direct Instructional System for Teaching Arithmetic and Reading (DISTAR) was developed to provide beginning and remedial instruction to disadvantaged children. This paper describes the DISTAR reading program, noting its heavy emphasis on programmed learning and repetitive drill exercises; it then cites the opinions of proponents and opponents…