Children with Attention-Deficit/Hyperactivity Disorder (ADHD) typically exhibits a pattern of behavioral deficits, impairment in academic achievement, and cognitive processing, and presents with sensory-motor deficits. This study examined the relationships between sensory-motor tasks, cognitive processing, and academic achievement for a group of 67 children with ADHD. Strong canonical correlations emerged between sensory-motor functioning and academic achievement (.93) and sensory-motor functioning and cognitive processing (.98). An analysis of the redundancy coefficient showed that sensory-motor skills accounted for 65% of the variance in the achievement variables and 31% of the variance in the cognitive processing variables. The strong relationship between sensory-motor skills and higher order cognitive processes indicates that early assessment of sensory-motor skills may be useful in the identification of subsequent deficits in academic performance. Neuropsychologists should carefully consider the contribution of sensory-motor functioning to the more widely studied and assessed constructs of academic, behavioral, and emotional problems in children with ADHD.

Abstract:Balanced literacy is a philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments using various approaches that differ by level of teacher support and child control. This study describes one urban school district's real-world attempt to create a balance between reading and writing, between teacher-directed and student-centered activities, and between skillsbased and meaning based approaches to literacy instruction. A triangulation strategy using multiple methods of data collection, including classroom observations, inventories of the physical environment of classrooms and school buildings, teacher surveys, and student interviews, was used to measure balanced literacy components. Results suggest that teacherdirected instruction, a fundamental aspect of balanced literacy, was implemented less often than either independent reading or writing activities. Teachers appeared to be allocating instructional time as directed by district administrators, and they were implementing components of a balanced literacy program. Additionally, most school buildings had a physical environment supportive of balanced literacy. However, the amount of time devoted to instruction and modeling effective reading and writing strategies seemed too limited for a group of students with poorly developed reading and writing skills. School of Education University of KansasFrey, B., Balanced Literacy in an Urban School District. Journal of Educational Research, 98 (5), 272-280. Publisher's official version: http://dx.doi.org/10.3200/JOER.98.5.272-280 . Open Access version: http://kuscholarworks.ku.edu/dspace/. ________________________________________________________________________________________________________________________ Balanced Literacy 2 Abstract Balanced literacy is a philosophical orientation that assumes that reading and writing

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