A Study of the Linguistic Functioning of Children with Articulation and Reading Disabilities

Yedinack, Jeanette Greenough

doi:10.1080/08856559.1949.10533481

Cited by 10 publications

(3 citation statements)

References 15 publications

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“…All statistics on the incidence of language disorders, particularly on the incidence of stuttering and of reading disabilities, reveal that language disturbances occur much more frequently among buys than among girls in most American reports (2, 6,13). Series of case studies of language disorders show that rather than being evenly divided between the sexes, from 65 to 100 per cent of such disorders occur among boys.…”

Section: Some Possible Explanations Of Sex Differencesmentioning

confidence: 93%

Some Possible Explanations of Sex Differences in Language Development and Disorders

McCarthy

1953

The Journal of Psychology

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Section: Some Possible Explanations Of Sex Differencesmentioning

confidence: 93%

Some Possible Explanations of Sex Differences in Language Development and Disorders

McCarthy

1953

The Journal of Psychology

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“…Helene Wong (10), who evaluated the studies of the relationship between speech defects and reading disabilities, found that the research had been too restricted to substantiate or to disprove any assumptions one might wish to make. The most recent study, and perhaps the most thorough one, was con- (11) from a study of over one hundred second grade pupils that children with functional articulatory defects are significantly inferior in both oral and silent reading to children with normal speaking ability.…”

Section: Morris Val Jones Los Angeles State Collegementioning

confidence: 98%

The effect of speech training on silent reading achievement

Jones

1951

Western Speech

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“…Yedinack (27) found that children with functional articulatory defects were inferior to a control group both in oral and silent reading. Eames' (28) review of recently published literature on the subject seems to confirm this conclusion.…”

Section: School Learningmentioning

confidence: 99%

Educational Psychology

Stroud

1951

Annu. Rev. Psychol.

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What amounts to a kind of self�consciousness in educational psychology is indicated in a number of ways. A nderson (1) has discussed the influence of psychology upon education in America within the last fifty years. The content of contemporary texts in educational psychology has been examined by Blair (2). Bruce (3) has raised a number of questions about the amount and kind of training the educational psychologist should receive in general and theoretical psychology. Freeman (4) sees a need of redefinition and reorientation; Trow (5) "charts a course." Noll, Horrocks & Anderson (6) have presented a committee report on the function of the division of educa tional psychology in the American Psychologic a J Association.Freeman (4) asks the question, should the teaching of educational psy chology be "primarily on a technological level or on a scientific-theoretical level?" Bruce (3) suggests that our efforts to be practical have sometimes resulted in superficial treatment of learning and guidance, and that many who teach educational psychology have had too great a proportion of their training at the practical level and too little in such basic areas as cultural anthropology, clinical psychology, and general psychological theory and experimentation.To the extent that Freeman's question relates to the training ofeduca tional psychologists, Bruce has supplied the answer, at least a good answer. But educational psychology must also justify itself in another respect-the teaching of students who are to become classroom teachers. Most students preparing to teach will not gain enough competency in psychology to make much use of the scientific-theoretical approach, and will not exert a great deal of influence upon educational thought anyway. Perhaps a delineation of broad, general principles of learning, child development and management, and the technology derivable, is the best approach for them.The serious student of educational psychology, educational specialists, and all persons likely to assume positions of leadership in education should have thorough grounding in the scientific and theoretical aspects of the subject. Principles, generalizations, thought, not technology, can guide us. The educational leaders should be able to distinguish between shallow, un reasoned claims that may be encountered daily in the name of psychology, on the one hand, and principles based on psychological sophistication, on the other.An educational psychologist is by history any psychologist who devotes his energies to educational problems. Anderson (1) has made a strong case for psychology as an influential factor in education. Dewey and Thorndike "cannot be matched by two others who have had equal effect on American

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A Study of the Linguistic Functioning of Children with Articulation and Reading Disabilities

Cited by 10 publications

References 15 publications

Some Possible Explanations of Sex Differences in Language Development and Disorders

Some Possible Explanations of Sex Differences in Language Development and Disorders

The effect of speech training on silent reading achievement

Educational Psychology

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