This study examined the relationship between extra-year programs and later school achievement. Ninety-five children were identified as being either retained in kindergarten, placed in a transition classroom, recommended for an extra-year program but went into first grade, or as being in a control group of children who went from kindergarten to first grade without reservation. Results indicated that children retained in kindergarten performed significantly lower on a standardized achievement test than did children in the other three groups. Despite an extra year of schooling, children placed in transition classrooms did not differ significantly in their performance from children who were recommended for an extra year but went onto first grade and children in the control group.
This study investigated the stability of the WISC-R over a 3-year span for 60 students classified as learning disabled and who were receiving special education services. The subjects were identified as learning disabled by use of an ability/achievement discrepancy formula between the WISC-R and the Metropolitan Achievement Test. The initial hypothesis was that learning-disabled subjects would exhibit stable WISC-R scores and, consequently, may not require repeated WISC-R evaluations. The learning disabled subjects demonstrated stable WISC-R scores, and correlation coefficients were significant, but generally lower than previous WISC-R stability studies. Implications for the special education reevaluation process are discussed.
Children view large amounts of television from very early on, and television's effects permeate our culture and society. In areas of temporal development, proponents of Piaget would argue that children under the age of eight or nine lack the operations that permit logical structuring of temporal relationships and are thus more easily distracted by other information and cues. Television viewing may distract or maintain a child's attention, and may also guide attention into extremely structured, regimented time frames. The major objectives of the present investigation were to determine whether childrens' short term temporal judgments were related to: (a) viewing hours in preschool years, (b) speed of the action being viewed and (c) age and gender. One hundred eight children were grouped by ages 4-0 to 5-11, 6-0 to 7-11, and 8-0 to 9-11. All subjects viewed short television segments of varying length and action and were asked to estimate the length of time of each segment. Parents of children in the study completed a developmental questionnaire specifying the television hours viewed by their children while in the preschool years. Significant age differences in temporal judgment accuracy were found. The older the children were, the more accurately they performed. Significant effects were also found in accuracy when the action levels varied, from a no TV condition to slow, moderate and fast presentation of the TV segments. When the TV was not on, judgment improved on the estimation task. A third area of significance was found in total hours of viewing in the child's preschool years: children who watched less television showed improved interval estimation skills. Children's age and amount of television viewing in the preschool years are major factors in the development of temporal judgment abilities.
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