Phonological awareness reflects the strength of a child's ability to represent linguistic information cognitively at the phonological level. Although the role of phonological awareness in early reading decoding has been well documented, its relationship to other factors affecting reading decoding has yet to be fully examined. In this study, the…

The purpose of this study was to compare the effectiveness of the Raven's Standard Progressive Matrices, the Naglieri Nonverbal Abilities Test (NNAT), and the Iowa Test of Basic Skills (ITBS) in selecting for ethnically diverse students who may be gifted. The participants of the study were 175 students enrolled in Grades 3-5 and Grade 8 in a…

Nonverbal schizophrenic patients develop individual self-expression and group interaction skills through TV stories, the focus of this article. (JS)

This review of the relevant literature in the area of numerical facility attempts to clarify the construct of numerical facility and provide guidance for items tapping this ability. The review is presented in five parts. The first section introduces two approaches that can be used to investigate numerical facility, including factor analysis.…

Previous research indicates that mean patterns of mental ability show striking differences between different ethnic groups. In this paper, some salient features of information processing on which there are likely to be differences between children of Australian born parents of low SES and children of migrant parents are discussed. (Editor)

This paper discusses some expressive units of behavior which appear to have a widespread geographical distribution (in both morphology and significance); have a precocious ontogeny in infancy and childhood; and are used in appropriate social psychological settings even by congenitally blind, deaf-blind, and multiply handicapped youngsters.…

Canadian undergraduate students were administered the British general ability test, AH2, along with a multiple-choice vocabulary test and the Standard Progressive Matrices, a nonverbal ability test. Scores were compared with British norms and intercorrelated with those of the other two tests. Correlations with the other ability tests were low.…

Preservice teachers were assessed for their beliefs about the use of nonverbal activity in the classroom and for their awareness of their own nonverbal classroom behaviors. Findings are discussed. (Author/MT)

A lock box for investigating preschool children's problem-solving behavior was used with 17 Down syndrome children and 17 normal children, all of whom had a mean age of 37.4 months. Small children showed greater competence, more organization, and less perseverance than those with Down syndrome. (RH)

Examines how to increase student awareness of the range and depth of nonverbal communication and help them respond more intelligently to the nonverbal cues sent by others and understand the messages they transmit nonverbally. (CRH)

Reports a study to analyze relationships between noverbal skills acquired by preservice science teachers in a methods course and their application during student teaching. Microteaching format was used in the experimental group to develop nonverbal cues and silence. Analysis indicated experimental preservice science teachers differed significantly…

A new measure of the learning environment of the home was developed in order to examine the relationship between the environment of children and mental ability test performance. Results provide support for the use of the sub-environment approach in the study of intellectual performance. (Author/AG)

In terms of the criterion measure, the social reinforcement group differed significantly from the teacher expectation and the control group. Differences in mean response gains between Premack and social reinforcement groups approached significance with the greatest changes in client behavior favoring the social reinforcement group. (Author)