Developmental Language Disability: Adult Accomplishments of Dyslexic Boys. Hood College Monograph Series, Number 2.

Autor/in	Rawson, Margaret B.
Titel	Developmental Language Disability: Adult Accomplishments of Dyslexic Boys. Hood College Monograph Series, Number 2.
Quelle	(1968), (127 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement; Achievement Rating; Dyslexia; Exceptional Child Research; Family (Sociological Unit); Followup Studies; Gifted; Heredity; Identification; Intelligence; Learning Disabilities; Learning Experience; Learning Readiness; Perceptual Motor Coordination; Professional Occupations; Reading Achievement; Spelling; Underachievement; Vocational Followup + Suchen Sie Ihr Suchwort? Performance; Leistung; Achievement; Rating; Beurteilung; Leistungsbeurteilung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Familie; Follow-up studies; Kontaktstudium; Begabter, Hoch Begabter; Erblichkeit; Identifikation; Identifizierung; Intelligenz; Klugheit; Learning handicap; Lernbehinderung; Lernerfahrung; Lernbereitschaft; Körperkoordination; Berufsklassifikation; Leseleistung; Schreibweise; Performance deficiency; Leistungsschwäche
Abstract	A longitudinal study was made of 56 boys, a highly homogeneous group from 44 families. All had attended a regular private elementary school for at least 3 years between 1930 and 1937. All were placed in three groups according to their performance on a language learning facility scale. The lowest 20 were rated as dyslexis, with specific developmental language disability. The followup study was done in 1964 and 1965. The subjects ranged from 26 to 40 years of age, with a mean of 33.4. All had completed secondary school; 48 had earned their baccalaureate degrees; and three were still undergraduates. Mean numbers of college years completed were 5.451 (high group), 5.69 (medium group), and 6.02 (low group). All were employed and classified by Warne's Scale in Social Class in America, and the low group had the highest rating with nine in the first class, nine in the second, and one each in the fourth and fifth classes of the five classes. Twenty boys in the low group (IQ range 94 to 153) were matched with one from the other two groups (IQ range 111 to 185) by achievement in education, age, type of college, socioeconomic status, and occupation. The difference between the mean IQ's favored 14 nondyslexic and five dyslexic boys (p .001). (SN)
Anmerkungen	The Johns Hopkins Press, Baltimore, Maryland 21218 ($5.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01