No abstract

Three-hundred kindergarten children were screened with a test battery in order to identify high-risk children. The main principle underlying the selection criteria was Myklebust's definition of a learning disability as a discrepancy between achievement (as measured by a readiness test and knowledge of letter names) and potential. Other selection criteria were a discrepancy between verbal and nonverbal ability, intratest scatter, and performance on a visual-motor copying test. Sixty-two children were selected as having probable learning disabilities. At the beginning of first grade, they were tested with the WISC and the ITPA and showed average abilities. At the end of first grade these "high-risk" children scored within the average range on the Metropolitan Achievement Test. It was concluded that the selection criteria in kindergarten were inadequate.

No abstract

No abstract

Clinical records of 42 children with functional articulation disorders characterized by vowel and diphthong distortion were studied to reveal any peculiar features of this group. The data studied were speech patterns, sex distribution, intelligence, interaction between intelligence and sex, position in the family constellation, duration of therapy, and personality factors. The findings showed evidence in this group of a characteristic speech pattern, an unusually high proportion of males to females, and personality factors tending to include immaturity, anxiety, poor body image, organicity, insecurity, distortion of reality, and repressed aggression.