A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement…

A heterogeneous sample of 137 school-aged children with learning disabilities (IQ greater than 80) attending special needs schools was examined on the "Movement Assessment Battery for Children" (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual…

Examination of the relationship between educational attainment and long-lasting, bilateral otitis media with effusion (OME) in 270 Dutch children (ages 2 to 4) found that, at age 7, early bilateral OME affected spelling ability but not reading ability. Effects of treatment with ventilation tubes were not found. (DB)

Fifty students (ages 7 to 16 years) attending a children's psychiatric center's psychoeducational program were assessed for achievement levels in reading, spelling, and arithmetic on admission and for gains made during the program. Among results were that students who stayed in the program 12 months or less made significantly more gains on pooled…

The effectiveness of a peer-modeling treatment in the modification of impulsive cognitive style and in the improvement of academic performance in the areas of reading, spelling and arithmetic is investigated in this study. In four single case experiments, eight fifth grade children identified by the Matching Families Figures Test Form 20 (MFF20)…

Academic achievement in reading, arithmetic, and spelling was investigated among 42 incarcerated emotionally handicapped (EH), learning disabled (LD), educable mentally retarded (EMR), and nonidentified incarcerated juvenile delinquents (12 to 17 years old). Ss were administered the Wide Range Achievement Test to determine level of achievement in…

Social dialect is demonstrated as an important factor in the low performance of Black children on language based academic achievement tests. The dialect measure accounted for a substantial percentage of the variance in reading and spelling while the IQ measure and social attitude accounted for a negligible amount of variance in these areas. The…

Performance on measures of phonology, reading, and spelling was evaluated for subjects (including 20 preschoolers, 23 grade school children, 17 adolescents, and 17 adults). Subjects had a history of a preschool phonology disorder. Although relative performance improved across age groups, at each age group subjects performed more poorly than…

A longitudinal research project studied the development of the reading ability of Dutch primary school students and its consequences for their school career in secondary education. Data were gathered on 310 students from 24 Dutch primary schools over a period of 8 years. A longitudinal reading model (with decoding, reading comprehension, and…