Patterns of Auditory Processing and Articulation Deficits in Academically Deficient Juvenile Delinquents

1983 ◽  
Vol 48 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Peter W. Zinkus ◽  
Marvin I. Gottlieb
Keyword(s):  
Auditory Processing ◽  
Juvenile Delinquents ◽  
Language Disorders ◽  
Treatment Programs ◽  
Early School ◽  
Articulation Disorders ◽  
Processing Deficits ◽  
Academically Deficient ◽  
School Period ◽  
Speech And Language Disorders

Auditory processing deficits and articulation disorders were studied in a group of male juvenile delinquents. Significant auditory processing deficits were frequently observed and were significantly related to underachievement in reading, spelling, and arithmetic. In addition, articulation disorders were present in over 60% of the delinquent subjects. The results are interpreted to indicate that the evaluation of speech capabilities and auditory processing skills should be an integral part of treatment programs for delinquent populations. The importance of early intervention through identification and treatment of speech and language disorders in the early school period is supported.

Early Childhood Predictors of Early School Success: A Selective Review of the Literature

2009 ◽  
Author(s):  
Susmita Pati ◽  
Kyleen Hashim ◽  
Brett Brown ◽  
Alex Fiks ◽  
Christopher B. Forrest
Keyword(s):  
Early Childhood ◽  
School Success ◽  
Review Of The Literature ◽  
Selective Review ◽  
Early School ◽  
Childhood Predictors

Social Withdrawal Subtypes and Early School Adjustment

2007 ◽  
Author(s):  
Gregory A. Waas ◽  
Corrie A. Goldberg
Keyword(s):  
Social Withdrawal ◽  
School Adjustment ◽  
Early School

Long-term Impact of an Early Operated Ventricular Septal Defect (VSD): Mental Health and Development in Children at Early School Age

2019 ◽  
Author(s):  
Valeska Stonawski ◽  
Ariawan Purbojo ◽  
Robert Cesnjevar ◽  
Gunther Moll ◽  
Oiver Kratz ◽  
...  
Keyword(s):  
Mental Health ◽  
Ventricular Septal Defect ◽  
Septal Defect ◽  
School Age ◽  
Early School ◽  
Health And Development ◽  
Early School Age ◽  
Long Term Impact

Attention Sustainability Impact on Social Status in the Class

2020 ◽  
Vol 8 (1) ◽  
pp. 37-46
Author(s):  
Stanislava Varadinova
Keyword(s):  
Social Status ◽  
Communication Skills ◽  
School Dropout ◽  
Learning Material ◽  
Early School ◽  
The Social ◽  
The Creation ◽  
The Individual ◽  
The Way ◽  
Positive Environment

The attention sustainability and its impact of social status in the class are current issues concerning the field of education are the reasons for delay in assimilating the learning material and early school dropout. Behind both of those problems stand psychological causes such as low attention sustainability, poor communication skills and lack of positive environment. The presented article aims to prove that sustainability of attention directly influences the social status of students in the class, and hence their overall development and the way they feel in the group. Making efforts to increase students’ attention sustainability could lead to an increase in the social status of the student and hence the creation of a favorable and positive environment for the overall development of the individual.

PSYCHO- LINGUODIDACTIC PROBLEMS OF TEACHING LITERARY UKRAINIAN TO PRIMARY GRADE STUDENTS IN TERMS OF DIALECTAL ENVIRONMENT

2017 ◽  
Vol 14 (2) ◽  
pp. 38-43
Author(s):  
M. Lavrenova
Keyword(s):  
Primary School ◽  
Mutual Influence ◽  
Native Language ◽  
Language Skills ◽  
Primary Grade ◽  
Literary Language ◽  
Early School ◽  
Primary School Pupils ◽  
Primary Pupils ◽  
Primary Grade Students

The article is devoted to the problem of formation orthoepic Ukrainian literary language skills of primary school pupils living in the conditions of dialectal environment. It was determined that the successful training of Ukrainian literary language to a large extent depends on the mutual influence of languages used by children in the early school. Psycholinguistic bases of forming cultural speech of primary pupils are analysed. The effectiveness of pedagogical conditions of formation primary pupils’ speech culture in the native language lessons was theoretically proved.

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