The relationship between achievement and IQ in students with learning disabilities

Snider, Vicki E.; Tarver, Sara G.

doi:10.1002/1520-6807(198910)26:4<346::aid-pits2310260404>3.0.co;2-8

Cited by 2 publications

(3 citation statements)

References 24 publications

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“…Digno de nota é que os grupos foram diferenciados a partir de um teste de inteligência não verbal, ao passo que, tradicionalmente, a aprendizagem escolar tem sido associada a medidas verbais, tais como o QI verbal no WISC (Snider & Tarver, 1989). De acordo com os estudos de Marjoribanks (1996;2001;, o teste de Raven tem-se mostrado um preditor consistente de desempenho escolar em alunos do ensino fundamental.…”

Section: Resultsunclassified

Recursos e adversidades no ambiente familiar de crianças com desempenho escolar pobre

D'Avila-Bacarji

Marturano

Elias

2005

Paidéia (Ribeirão Preto)

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Resumo: O objetivo deste artigo foi investigar recursos promotores de desenvolvimento e circunstân-cias de vida adversas no ambiente familiar de crianças encaminhadas para atendimento psicológico em razão do baixo desempenho escolar, em comparação com dois grupos de crianças não encaminhadas, um com desempenho escolar pobre e outro com bom desempenho. Participaram 60 crianças de 7 a 11 anos e suas mães, selecionadas em uma clínica-escola de psicologia e uma escola pública. Do ambiente familiar foram obtidos 12 indicadores de recursos e sete de adversidade. Da criança avaliou-se: nível intelectual, desempenho escolar e comportamento. Em relação aos demais grupos, as crianças encaminhadas mostraram mais problemas de comportamento e seu ambiente familiar, menos recursos promotores do desenvolvimento, bem como indícios de maior dificuldade dos pais em lidar com a criança. Sugerem-se estratégias de apoio às famílias que buscam ajuda em serviços da comunidade para lidar com a dificuldade escolar de seus filhos.Palavras-chave: desempenho escolar; ambiente familiar; comportamento. RESOURCES AND ADVERSITIES IN THE HOME ENVIRONMENT OF CHILDREN WITH POOR SCHOOL ACHIEVEMENTAbstract: The aim of this paper was to investigate resources that promote development as well as adversities in the homes of children referred for psychological help due to low school performance, in comparison with two groups of non-referred children, one with low school performance and the other with good school performance. 60 children aged 7 to 11 and their mothers participated in, recruited in a free child guidance clinic and in a public school. Home measures were obtained for 12 types of resource and seven classes of adversity. Children's level of intelligence, academic performance and behavior problems were also assessed. Results showed that referred children had more behavior problems; their families offered them less development-promoting resources, and there were more difficulties in parent-child relations at their homes. Strategies are suggested to support families who seek for help in the community to cope with their children's school learning problems.Key-words: academic achievement; homes environment; behavior.No século passado, a partir dos anos 50, observou-se um aumento de interesse dos pesquisadores em investigar influências da família no aprendizado escolar, com um pico de publicações sobre o assunto nos anos 90. Segundo uma revisão feita por Kellaghan, Sloane, Alvarez e Bloom (1993), a pesquisa nesse campo começou focalizando variáveis distais, como o nível sócio-econômico. Porém, foi a partir da década de 60 que os estudos ganharam um grande impulso, quando se passou a focalizar, no microssistema da família, a influência de processos proximais sobre o desempenho das crianças na escola.

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Section: Resultsunclassified

Recursos e adversidades no ambiente familiar de crianças com desempenho escolar pobre

D'Avila-Bacarji

Marturano

Elias

2005

Paidéia (Ribeirão Preto)

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“…Research has emphasized that instruction and developmental experiences geared to the level of the individual child appear to be successful in promoting growth and learning (Ames, 1977;Frick, 1986;Gredler, 1980;Kundert et al, 1995;Snider & Tarver, 1989). In other words, even if a child cannot progress as quickly as some of his peers, it is crucial that the instruction he receives continues to be at a level that is appropriate for him.…”

Section: And Expected Numbers Of Referral and Comparison Groups And Cmentioning

confidence: 99%

“…Failure to provide at-risk children with instruction and developmental experiences at an appropriate level can exacerbate their academic difficulties. Snider and Tarver (1989) concluded that sustained difficulty in reading achievement during the primary grades can go so far as to play a predominant role in verbal IQ decline. They attributed the decline to the fact that a child who has difficulty in reading reads less and consequently fails to develop his vocabulary, conceptual thinking, general information, comprehension skills, and thinking strategies.…”

Section: And Expected Numbers Of Referral and Comparison Groups And Cmentioning

confidence: 99%

The relationship of season of birth and special education referral

Wallingford

Prout

2000

Psychol. Schs.

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The purpose of this study was to ascertain whether children with summer birthdates, or the youngest children within their respective grades, comprised a larger portion of an annual elementary-age special education referral population than would be expected by chance. The 1,222 referrals from grades K-5 of a Southeastern school district were classified according to three seasons of birth (months 6-9, 10 -1, and 2-5), three age groups (ages 5 -7, 8-9, and 10 and up), and gender. Expected numbers of referrals for each season of birth were computed based on the numbers of children within the respective groups for the overall elementary-age school population of 16,379. Independent chi-square analyses revealed differences at the Ͻ.0001 level of significance between the expected and obtained numbers of referrals for both the 5-to 7-year-old children overall and the 5-to 7-year-old boys, and at the .0011 level of significance for 5-to 7-year-old girls. No significant differences between the expected and obtained numbers of referrals were found for the two older groups. Alternative means for providing educational services for the younger, at-risk primary-age student population were discussed.The large volume of special education referrals processed within public school systems has caused difficulties for administrators, teachers, school psychologists, pupils, and parents. Because of the time required by referral procedures, concerns have increased regarding the appropriate and timely treatment of children's school difficulties and the efficient use of personnel time. A tendency has been detected for more of the referred children than would be expected by chance to have summer birthdates. Furthermore, research over the past 30 years that examined the academic achievement of children with birthdates close to school-entry cutoff dates seemed to indicate a tendency for this group of children to exhibit more difficulties in school than their older peers. Consequently, a more thorough examination of both special education referral data and related research seemed advisable to evaluate the frequency of summer birthdates among the overall referred elementary population and to consider the significance and possible explanations for the findings.Early research focusing on the birthdate effect as it related to elementary-age children's school performance was driven by questions surrounding the determination of an optimal school-entry age.

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The relationship between achievement and IQ in students with learning disabilities

Cited by 2 publications

References 24 publications

Recursos e adversidades no ambiente familiar de crianças com desempenho escolar pobre

Recursos e adversidades no ambiente familiar de crianças com desempenho escolar pobre

The relationship of season of birth and special education referral

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