A man walked into a New England bank and shoved a. piece of paper under one of the teller's windows. The teller carefully examined the note, then kicked the alarm button. Within minutes police officers converged on the scene and arrested the man. They later discovered that the suspect was a respected businessman suffering from laryngitis and illegible handwriting. The note was a poorly written request for a new checkbook (O'Brien, 1959).The aftereffects of malformed print are usually not so bizarre. Nonetheless, within today's schools poor handwriting has aptly been dubbed an instructional time thief (Enstrom, 1967). Students with handwriting difficulties often lose considerable time completing assignments, and teachers forfeit precious time attempting to grade papers marred by illegible letters and words. Poor penmanship is a barrier to both expressive writing and spelling achievement (Strickling, 1973). Further, regardless of content, teachers assign higher scores to papers with handwriting of good quality (

No abstract

The present study investigated differences in the spelling ability of two populations of elementary pupils: reading disabled students receiving learning disability services and able readers. Subjects consisted of three groups totaling 107 children. Pupils were matched on reading recognition ability with intelligence controlled for. Results revealed that reading disabled pupils differed from able readers of the same chronological age in phonetic spelling ability, nonphonetic spelling ability, and recognition spelling ability. It was concluded that the spelling ability of school-identified students with severe reading deficiencies was significantly inferior to that of reading able students.

A man walked into a New England bank and shoved a. piece of paper under one of the teller's windows. The teller carefully examined the note, then kicked the alarm button. Within minutes police officers converged on the scene and arrested the man. They later discovered that the suspect was a respected businessman suffering from laryngitis and illegible handwriting. The note was a poorly written request for a new checkbook (O'Brien, 1959).The aftereffects of malformed print are usually not so bizarre. Nonetheless, within today's schools poor handwriting has aptly been dubbed an instructional time thief (Enstrom, 1967). Students with handwriting difficulties often lose considerable time completing assignments, and teachers forfeit precious time attempting to grade papers marred by illegible letters and words. Poor penmanship is a barrier to both expressive writing and spelling achievement (Strickling, 1973). Further, regardless of content, teachers assign higher scores to papers with handwriting of good quality (

Bannatyne's recategorization of WISC-R scores was applied to 97 juveniles who had been adjudicated by the juvenile court system to a diagnostic and evaluation unit in Eastern Alabama. Mean ranks werre analyzed using the Friedman test for repeated-measures analysis of variance. The total sample exhibited a significant mean rank pattern of scores in the following descending order: Spatial, Conceptual, Sequential, and Acquired Knowledge. Subgroup patterns varied for those youths with IQs 90 and above (Conceptual, Spatial, Sequential, and Acquired Knowledge) and IQs below 90 (Spatial, Sequential, Conceptual, and Acquired Knowledge). Pairwise comparisons using the Scheffé procedure indicated significant differences between the Spatial score and Acquired Knowledge score for the total group and those youths with IQs below 90. The study extended the application of recategorized scores for adjudicated youth suggested by Bannatyne (1968, 1971, 1974). This investigation affirms the need for further studies of the differential effect of IQ on the patterns of WISC-R scaled scores.