scholarly journals Clinical profile of reading ability and reading and writing achievement of children with borderline full-scale intellectual quotient: a prospective study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Riyo Ueda ◽  
Yoshimi Kaga ◽  
Yosuke Kita ◽  
Eiji Nakagawa ◽  
Takashi Okada ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Reading Ability ◽  
Clinical Characteristics ◽  
Full Scale ◽  
Older Age ◽  
Writing Achievement ◽  
Poor Reading ◽  
Reading And Writing ◽  
Intellectual Quotient

Abstract Background Poor reading ability is one of the common causes of low academic performance. In previous studies, children with dyslexia were found to demonstrate poor academic achievement due to poor reading ability. However, the relationship between academic achievement and reading ability in children with a borderline full-scale intellectual quotient (FSIQ) is unknown. This study aimed to clarify the clinical characteristics of children with borderline FSIQ and poor reading ability, and differentiate these characteristics from those of children with higher FSIQ and poor reading ability. Methods A total of 126 children (aged 6–15 years) identified as having low academic performance were enrolled. The reading ability of children was assessed through their performance on the hiragana (Japanese syllabary) reading task, while their reading and writing achievement was assessed through their reading and writing score on the Kaufman Assessment Battery for Children, Second Edition. Children were categorized into two groups based on their FSIQ score (FSIQ > 85 and 85 ≥ FSIQ ≥ 70). Reading ability in children was evaluated by referring to the linear relationship between FSIQ and the standard deviation value of reading tasks in typically developing children. A one-way analysis of variance (ANOVA) was performed to examine clinical characteristics between higher and lower FSIQ groups. Associations between reading and writing achievement, reading ability, and ages of children were assessed using Pearson’s product-moment correlation coefficients for the higher and lower FSIQ groups. Results Poorer reading and writing achievement was associated with poorer reading ability in the higher FSIQ group. Conversely, poorer reading and writing achievement and poor reading ability were associated with older age in the lower FSIQ group. Conclusions Poor reading and writing achievement were associated with older age, not with poor reading ability in the lower FSIQ group. Children with lower FSIQ need appropriate educational interventions based on independent assessments to further their academic achievement and reading ability. Moreover, they need more frequent evaluations of their academic achievement than do children with higher FSIQ and poor reading ability since they are more likely to be at a lower academic achievement level at an older age.

Characteristics of Students Placed in Special Programs for the Seriously Emotionally Disturbed

1987 ◽  
Vol 12 (3) ◽  
pp. 175-184 ◽  
Author(s):  
James M. Kauffman ◽  
Douglas Cullinan ◽  
Michael H. Epstein
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Behavior Problem ◽  
Emotionally Disturbed ◽  
Personality Problem ◽  
Poor Reading ◽  
Special Programs ◽  
Educational Placements ◽  
Problem Checklist ◽  
Regular Classes

Subjects studied were 249 seriously emotionally disturbed students (204 boys, 45 girls) ranging in age from 7 to 19 years. Data included 10. teacher's estimate of academic performance in core academic areas, amount of time spent in regular classes or other educational placements, and scores on the Quay-Peterson Behavior Problem Checklist. The sample was below average in IQ and estimated academic achievement. Approximately one-half of the sample were placed for part of the day in regular classes. Those with higher IQs tended to be placed more often in mainstream settings, but academic achievement estimates and type of behavior problem were not clearly related to placement. IQ and academic achievement estimates were significantly related, but IQ was predictive of neither the amount nor the kind of problem behavior. However, BPC factor score was related to estimated reading achievement, poor reading performance was related to high scores on Conduct Disorder and Socialized Delinquency, and high estimated academic performance was related to Personality Problem and Inadequacy-Immaturity. Implications of the findings for prevalence estimates and composition of special education programs for seriously emotionally disturbed students are discussed.

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Copying, Reading, and Writing of Kana and Simple Forms by Japanese Preschoolers

1988 ◽  
Vol 66 (2) ◽  
pp. 387-394
Author(s):  
Jun Yamada ◽  
Miyuki Sasaki ◽  
Naoko Motooka
Keyword(s):  
Multiple Regression ◽  
Good Predictor ◽  
Quality Measure ◽  
Writing Achievement ◽  
Regression Analyses ◽  
Reading And Writing ◽  
Conventional Form ◽  
Form Quality ◽  
Japanese Kana ◽  
Children's Reading

42 Japanese preschoolers were administered tasks of copying, reading, and writing of Japanese kana (cursive syllabic letters) and simple forms. Multiple regression analyses were used to determine whether two kana-copying measures, speed and span, make significant contributions to children's reading and writing achievement after a conventional form-quality measure had been controlled. Analysis showed that speed or span accounts uniquely for a significant and sizable amount of the variance of reading and writing, suggesting that kana-copying is a good predictor of reading and writing for Japanese preschoolers.

Music in Secondary Education: Predictors of Music Subject Choices and Associations with Academic Achievement

2021 ◽  
Author(s):  
Maruša Levstek ◽  
Daniel Elliott ◽  
Robin Banerjee
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Music Education ◽  
Economic Status ◽  
Factors Affecting ◽  
Systemic Factors ◽  
Education Hub ◽  
Socio Economic Variables ◽  
Youth Music

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at age 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics, and other English Baccalaureate subjects, while controlling for a range of demographic, academic, and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications, and neighbourhood socio-economic status; local Cohen’s f-squared = .09). These results point to a small but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school’s engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Pedro Rosário ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Mathematics Achievement ◽  
Foreign Language ◽  
Primary Education ◽  
Predictive Variables ◽  
Time Optimization ◽  
And Gender ◽  
Educación Primaria ◽  
The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

Gender differences in the developmental outcomes of children with congenital cardiac defects

2012 ◽  
Vol 22 (5) ◽  
pp. 514-519 ◽  
Author(s):  
Annette Majnemer ◽  
Catherine Limperopoulos ◽  
Michael Shevell ◽  
Charles Rohlicek ◽  
Bernard Rosenblatt ◽  
...  
Keyword(s):  
Gender Differences ◽  
Brain Injury ◽  
Functional Independence Measure ◽  
Early Brain Injury ◽  
Functional Independence ◽  
Receptive Language ◽  
Full Scale ◽  
Fine Motor ◽  
Intellectual Quotient ◽  
Neuroprotective Strategies

AbstractObjectiveThis study compares the developmental and functional outcomes at school entry between boys and girls born with a congenital cardiac defect who required early surgical correction.Study designA prospective cohort of 94 children, including 49 percent boys, were followed up to 5 years of age and assessed for developmental progress. Developmental measures included Wechsler Preschool and Primary Scale of Intelligence – cognitive; Peabody Picture Vocabulary Test – receptive language; Peabody Developmental Motor Scale – motor; and Child Behaviour Checklist – behaviour. Measures of function included the Vineland Adaptive Behavior Scale and Functional Independence Measure for Children (WeeFIM).ResultsThe mean scores of the boys on the WeeFIM subscales, such as self-care, mobility, cognition, were significantly lower than that of the girls. There was a trend for a greater proportion of boys to have abnormalities on neurological examination (boys 37.5 percent abnormal, girls 19.5 percent abnormal). Verbal, performance, and full scale Intellectual Quotients were 5–7 points lower in boys but did not reach significance (full scale Intellectual Quotient: boys 87.7 plus or minus 22.2; girls 93.9 plus or minus 19.3). Boys were more likely to have fine motor delays (50 percent, 82.7 plus or minus 16.5) compared with girls (28.2 percent, 87.0 plus or minus 15.8). There were no gender differences in receptive language or behavioural difficulties.ConclusionsBoys born with congenital heart disease requiring early surgical repair appear to be at enhanced risk for neuromotor impairments and activity limitations. Findings support gender differences in the pathogenesis of early brain injury following hypoxic–ischaemic insults. This has implications for neuroprotective strategies to prevent brain injury.

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