This paper is based on a study carried out in Great Britain on a national sample of 11,804 ten-year olds. The first section describes an attempt to pick out cases of "specific developmental dyslexia" (Critchley 1970), a constellation or syndrome of difficulties which some believe to be recognizable clinically. When specified criteria for dyslexia were used, 269 children qualified as dyslexic (2.28 percent of the sample). These included 223 boys and 46 girls, for a ratio of 4.51 to 1. Two possible difficulties in interpreting these data are discussed, and a defense is offered of the criteria used.Since some recent research papers report a gender ratio much nearer 1:1 (Shaywitz et al. 1990;Wadsworth et al. 1992;Lubs et al. 1993), those papers were examined for possible differences in procedure; it was found that the definition of dyslexia they used was "poor reading in relation to intelligence." We carried out a further analysis on our own data using the same criterion. Of the 494 children who qualified as dyslexic on the
SUMMARY Children with visual defects who took part in a 10‐year survey were compared with their peers on measures of intelligence, reading, mathematics and sporting ability. Results are consistent with earlier findings of increased intelligence among children with myopia and slightly reduced intelligence among children with ambylopia. Those with other visual defects had normal intelligence scores. Once intelligence had been taken into account, only children with mild hypermetropia were underachieving at reading. Those with severe myopia were reading better than expected. None of the children could be shown to be over‐ or underachieving at maths, any variation being due to intelligence. The mothers of children with visual defects perceived them to be less able at sport. Comparison of the performances of children with minor visual defects who had and had not been prescribed spectacles did not suggest any disadvantage for those without spectacles, with the possible exception of children with mild hypermetropia. It is concluded that the majority of visual defects do not affect children's learning, and that current indications for prescribing spectacles need to be validated. RÉSUMÉ Achèvement éducatif des enfants de dix ans avec défauts visuels traités ou non traités Des enfants avec défauts visuels, étudiés dans une observation de dix ans, ont été comparés avec leurs pairs en terme de mesure d'intelligence, de lecture, de mathématiques et de capacites sportives. Les résultats sont concordants avec des données plus anciennes d'une intelligence accrue chez les enfants avec myopie et d'une intelligence légèrement réduite chez les enfants avec amblyopic Les enfants présentant d'autres défauts visuels avaient des scores d'intelligence normaux. Une fois l'intelligence prise en compte, seuls les enfants avec légère hypermétropic avaient des résultats insuffisants en lecture. Les enfants avec myopie sévère avaient des résultats meilleurs que ce que Ton pouvait espérer. Une performance inférieure ou supérieure en mathématiques n'a été observée chez aucun des enfants, toute la variation étant expliquée par l'intelligence. Les mères des enfants présentant des défauts visuels les considéraient comme moins aptes aux sports. La comparaison des enfants avec défauts visuels mineurs qui avaient ou n'avaient pas reçu de lunettes ne suggère aucun désavantage pour les enfants sans lunettes, avec une exception possible pour les enfants présentant une légère hypermétropic Les auteurs concluent que la majorité des défauts visuels n'affecte pas I'apprentissage des enfants et que les indications courantes de prescription de lunettes exigent d'être validées. ZUSAMMENFASSUNG Schulische Leistungen bei 10‐jährigen Kindern mil behandellen und unbehandelten Sehfehlern Es wurden Kinder mit Sehfehlern über einen Zeitraum von 10 Jahren kontrolliert. Sie wurden mit Kindern verglichen, die ihrer Intelligenz, ihren Lese‐, Mathematik‐ und sportlichen Leistungen entsprachen. Durch die Ergebnisse wurden frühere Befunde bestätigt, die bei Kindern mit einer ...
Seventy-two items testing vamous aspects of mathematics were given to 12,131 ten-year-old children. Criteria for specific developmental dyslexia (SDD) and for other groupings are specified. Despite the absence of differences in intelligence level, the mean score on the mathematics test for the dyslexics was not only lower than that of the normal achievers but lower also than that of underachievers believed not to be dyslexic.On some of the 72 items, there was little difference in percentage pass rate between the groups; on others, however, there were wide differences. On the basis of ratings carried out "blind" by a panel of experienced teachers of dyslexic children, and in the light of other considerations, some tentative suggestions are put forward as to what
Data from a longitudinal study of 13 000 British children were used to assess the sequelae of mild head injury 1 to 5 years after injury. One hundred fourteen children with parental reports of mild head injury treated with ambulatory care or admission to hospital for one night were compared with 601 children with limb fractures, 605 with lacerations, 136 with burns, and 1726 children without injury. Scores at age 10 were adjusted for intelligence, aggressive and hyperactive behavior at age 5, sex, socioeconomic status, and six other social factors. Children with head injuries were statistically indistinguishable from uninjured children on all outcomes except teacher's report of hyperactivity. After control of hyperactivity at age 5 and the social and personal factors, the head-injured children's mean hyperactivity score was four tenths of a standard deviation above that of the uninjured children. Children with lacerations and burns scored as badly or worse on measures of intelligence, mathematics, reading, and aggression as the children with head injuries. The small magnitude of the hyperactivity association coupled with the overall negative results suggests that mild head injury in school-aged children does not have an adverse effect on global measures of cognition, achievement, and behavior 1 to 5 years after injury.
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