An Analysis of the Learning Styles of Adolescent Delinquents

Abstract

The association between school failure and antisocial behavior has been the focus of much discussion but little consensus. In the present study, 53 delinquent adolescents and 51 junior high school students were compared on the basis of their learning profiles. An educational battery was devised to evaluate quality of learning style and error clusters in addition to traditional grade-equivalents. Significant differences were found in the type and prevalence of multiple error clusters within each of the eight educational skill areas and across the eight combined skills. In a second part of the study early school records and parent questionnaires were reviewed. Results indicated a significantly higher prevalence of school problems among the delinquents as early as kindergarten. By second grade, 45% of the delinquents were already delayed in reading and 36% in handwriting, in contrast to only 14% of the comparison group (p < .001). Finally, the prevalence of special education services recommended or provided over the years was surveyed. It is concluded that the learning styles of delinquents may be qualitatively different and that early learning difficulties may provide a sensitive indicator of risk for later delinquency.

Racial differences in academic achievement among juvenile offenders

“…Of equal importance to the achievement gap between Whites and racial minorities is the distinct issue of academic disparity occurring between juvenile offenders and non-offenders (Archwamety & Katsiyannis, 2000;Beebe & Mueller, 1993, Cottle, Lee, & Heilbrun, 2001Foley, 2001;Katsiyannis, Ryan, Zhang, & Spann, 2008;Meltzer, Levine, Karniski, Palfrey, & Clarke, 1984, Zamora, 2005. For example, in a review of the academic characteristics of juvenile delinquents, Foley (2001) reported that these youth were one year to several years below expected grade levels and had high rates of academic failure and grade retention.…”

“…For example, in a review of the academic characteristics of juvenile delinquents, Foley (2001) reported that these youth were one year to several years below expected grade levels and had high rates of academic failure and grade retention. Some studies have also found that the majority of juvenile delinquents held in detention centers read at an elementary school level despite an average age of approximately 15 years (Beebe & Mueller, 1993;Meltzer et al, 1984). In one study, Zamora (2005) used the Kaufman Test of Educational Achievement (KTEA) to determine the academic level of 327 delinquent males ages 10 to 17 years.…”

Delinquency Predictors: Offending to Commitment

“…When comparing these measures to grades 6-9, there was an increase to 66% of delinquents exhibiting a reading delay and a decrease in the comparison group of only 12% of students experiencing difficulties. Furthermore, these other educational factors revealed similar findings of an increase in deficiency prevalence (Meltzer et al, 1984). Not only has a relationship been revealed between juvenile delinquency and a lack of education, but educational problems may go even deeper to include learning disabilities.…”

“…This academic deficiency typically expands to encompass an array of educational skills. Meltzer et al (1984), in an examination of 53 delinquent adolescent learning profiles, observed, when compared to 51 average junior high school students, delinquents were inadequate in areas such as reading accuracy and comprehension rates, spelling, mathematics, and written expression. Educational dysfunction in juvenile delinquents was identified in the early stages of school, even before the second grade.…”

“…Juveniles involved in the system are typically between the ages of 12-18 years, an essential time for their education. Research has shown that factors such as academic deficiency, learning disabilities, and disciplinary problems may increase a juvenile's likelihood of criminal involvement (Cottle et al, 2001;Cuellar& Markowitz, 2015;Glueck & Glueck, 1940;Hemphill, Toumbourou, Herrenkohl, McMorris, &Catalano, 2006;Katsiyannis & Archwamety, 1997;Meltzer, Levine, Karniski, Palfrey, & Clarke, 1984;Skiba, Reynold, Graham, Sheras, Conoley, & Garcia-Vazquez, 2006;Wang, Blomberg, & Li, 2005).…”