Children's Academic Abilities Research Articles

Correlations among Special Education Students' Wisc—R IQS and Sra Scores

For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC-R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC-R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.

A behavioral approach in enhancing disadvantaged children's academic abilities

Economically disadvantaged toddlers, aged 12-24 months, manifesting social and behavioral difficulties, were identtfied at a health care facility in Rochester, New York. Such children were randomly assigned to two groups, the first of which participated in an intervention program from September to December, the second group from January to April. Parents were exposed to the program through instructions and modeling during the home sessions and also had parent discussion meetings, to discuss child-rearing problems and techniques and to increase their feelings of competence and mastery. Target children registered significant academic gains following program participation, whereas without the program, skills remained constant. Children in the first semester program were found to have maintained their gains at a follow-up, i.e., 3 months after the program had ended. Parent involvement and participation was considered