Michigan Public Schools Research Articles

Recategorized WISC-R scores of learning disabled children and differential diagnosis

This study analyzed WISC-R profiles along a three-factor approach (Spatial; Verbal-Comprehensive; Attention-Concentration), as suggested by Bannatyne (1968) for purposes of differential diagnosis. The WISC-R profiles of 278 school-verified learning disabled children were compared to those of four other groups: Educable Mentally Impaired (N = 141), Emotionally Impaired (N = 67), Otherwise Impaired (N = 61), and Nonimpaired (N = 294). The total sample was drawn from the State of Michigan public schools. Statistically significant differences were found between the learning disabled group and the other four groups on WISC-R subtest scores. Further analysis revealed that 36% of the learning disabled and 32% of normal children exhibited this WISC-R profile. Analysis of WISC-R profiles of Spatial→Verbal→Attention was not useful in differential diagnosis among the five groups. The results are discussed in terms of the limited utility of a three-factor analysis of WISC-R subtest scores for the purpose of differential diagnosis.

REVERSALS IN READING

In a study of 257 children in kindergarten through fourth grade, in a Michigan public school, 38% were identified and referred to a special class as having problems in reading and writing or reversing letters and words. The percentage of children having these problems decreased regularly with age; however, the proportion of children exhibiting reversals among those referred was fairly constant through the second grade, after which it became negligible. Analysis indicates that when children in the first several grades in public school learn to read from regular classroom instruction, letter and word reversals tend to disappear. For young children, reversals in reading appear to be normal errors associated with learning to read.

Characteristics and Behaviors of Michigan 12- to 18-Year-Old Hunters

Samples of Michigan 12to 18-year-olds who purchased resident hunting licenses for 1975 were surveyed in order to develop a data base for use in predicting and modifying behavior of hunters. The distribution of residence for these young hunters was more rural than has been reported in all-age hunter surveys. Urban hunters began hunting later, had less hunting experience, and had higher scores on a hunting ethics scale, as compared to rural hunters. Satisfaction with the 1975 hunting season was related positively to success rate in killing game although this was not reflected in verbal attitudes. Findings from this study and from related research are used to speculate on the nature of Michigan hunters in the future. Techniques that might be used to influence the quantity and quality of future hunters are discussed. J. WILDL. MANAGE. 44(1):69-78 Projection and modification of public demand for wildlife management programs in the future requires detailed information on changes in characteristics of the population such as age structure, life style, and migration patterns, and changes in the behavior of individuals over time. However, most of the research available ccncerns only the portion of the public that hunts, and even those studies tend to assume a static perspective. Major reviews of the literature on hunting (Schole 1973a, Hendee and Potter 1976) reveal little research on changes in populations or individuals over time. A dynamic framework in hunter research has recently begun to appear. Applegate (1977) analyzed the New Jersey hunter population by applying biological concepts such as recruitment, juvenile mortality, and age structure. These population parameters were then related to education, occupation, human population density, and other social factors. Peterle (1977) provided information on the behavior of individual hunters over time. Ohio hunters who were resampled after a 14-year interval had become less interested in hunting, less successful in killing game, and less sympathetic toward scientific wildlife management. A dynamic approach requires concentration on the younger age classes of hunters because these individuals will comprise the hunting population of the future. Hence, the objective of this study was to determine basic characteristics and behaviors of 12to 18-year-old hunters. This was a preliminary stage in a larger research project that also involved studies of 7th to 12th graders in Michigan public schools (Pomerantz 1977) and which will include resampling these individuals. We express our appreciation to our supervisor, C. L. Bennett, Jr., and to many of our colleagues in the Michigan Department of Natural Resources; to the Michigan State University students who worked on this study; and to J. M. Aldrich for administrative assistance. 1 A contribution from Federal Aid to Wildlife Restoration, Michigan Pittman-Robertson Project W117-R. 2 Present address: Michigan Department of Social Services, Box 30037, Lansing, MI 48909. J. Wildl. Manage. 44(1):1980 69 This content downloaded from 157.55.39.111 on Tue, 02 Aug 2016 05:54:56 UTC All use subject to http://about.jstor.org/terms 70 CHARACTERISTICS OF YOUNG HUNTERS * Langenau and Mellon