62% of 50 adjudicated delinquents in the Palouse area of eastern Washington and northern Idaho showed learning disabilities when tested. Among the learning disabled and nonlearning disabled delinquents, there was no difference in kind or seriousness of delinquent activity. The typical delinquent of the nonurban Palouse area tends to be white, male and has a learning disability. His reading and mathematics skills are at least two years below grade. His family is large; his real parents are divorced. He comes from a poorer economic and cultural background than do the nondelinquents. This analysis suggests that the academic treatment of the learning disabled youngster should not be ignored as a factor in delinquency, especially in economically and culturally poor families.
50 adjudicated delinquents were given academic and psychological tests and a self-report of delinquency according to the learning disability/delinquency study of the National Criminal Justice Service of 1980. 31 learning disabled delinquents were identified. The test of proportions compared learning disabilities in delinquent (n = 31) and nondelinquent (ns = 24 and 43) samples. The Mann-Whitney U test compared the reported number of categories of delinquent behavior in the three groups. A typical delinquent of this rural area tends to be a white male with average or above intelligence and a learning disability. His family is large; his parents are divorced. He comes from a poorer economic and cultural background. A dysfunctional family can be a center wherein delinquency grows; on the other hand, a strong family can nurture and protect when peers and school fail.
The purpose was a descriptive account of the academic characteristics of 35 adults (22 men and 13 women) who perceived themselves as needing help in reading. Ages of participants ranged from 16 through 60 years. All had completed Grade 6, mean of Grade 11. Sixteen were functionally illiterate, that is, read below Grade 5. Twenty-seven were unemployed. The most common deficiencies found were in phonics, comprehension, and perception. All aspects of phonics, but especially the sounds of the short vowels, were a problem. Difficulties in perception were evident in reversals of letters and words, miscalling letters, and adding and omitting letters. Comprehension, the calling of words without knowing their meaning, was a major problem. Some individuals found it necessary to read aloud to understand. Others read so slowly they lost the meaning of a paragraph before they had finished it. Difficulty in remembering was perceived by some subjects as a factor in their lack of reading skill. It is hoped that by identifying these specific deficiencies in reading skills greater emphasis could be placed on them, and illiteracy could be prevented or at least reduced.
The purpose was a descriptive account of the academic characteristics of 35 adults (22 men and 13 women) who perceived themselves as needing help in reading. Ages of participants ranged from 16 through 60 years. All had completed Grade 6, mean of Grade 11. Sixteen were functionally illiterate, that is, read below Grade 5. Twenty-seven were unemployed. The most common deficiencies found were in phonics, comprehension, and perception. All aspects of phonics, but especially the sounds of the short vowels, were a problem. Difficulties in perception were evident in reversals of letters and words, miscalling letters, and adding and omitting letters. Comprehension, the calling of words without knowing their meaning, was a major problem. Some individuals found it necessary to read aloud to understand. Others read so slowly they lost the meaning of a paragraph before they had finished it. Difficulty in remembering was perceived by some subjects as a factor in their lack of reading skill. It is hoped that by identifying these specific deficiencies in reading skills greater emphasis could be placed on them, and illiteracy could be prevented or at least reduced.
50 adjudicated delinquents were given academic and psychological tests and a self-report of delinquency according to the learning disability/delinquency study of the National Criminal Justice Service of 1980. 31 learning disabled delinquents were identified. The test of proportions compared learning disabilities in delinquent (n = 31) and nondelinquent (ns = 24 and 43) samples. The Mann-Whitney U test compared the reported number of categories of delinquent behavior in the three groups. A typical delinquent of this rural area tends to be a white male with average or above intelligence and a learning disability. His family is large; his parents are divorced. He comes from a poorer economic and cultural background. A dysfunctional family can be a center wherein delinquency grows; on the other hand, a strong family can nurture and protect when peers and school fail.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.