In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age (k = 39 studies) and (b) typically developing younger peers with similar language capabilities (k = six…

Changes in magnitude of Muller-Lyer illusion lines between forks and arrows as a function of age were studied in 48 hyperactive and 48 nonhyperactive boys (six-nine years old).

The author refutes the findings of a study (EC 124 401) indicating a birthdate effect on readiness level and suggests that school psychologists and others should stop blaming chronological age for reading failure. (CL)

None of the LD groups performed worse on this retention task than the normal controls. Furthermore, the older LD Ss in the high verbal, low performance group actually retained somewhat more material than the normal control group. (Author/DLS)

The study was designed to investigate scatter produced by 105 learning disabled (LD) children (6 to 16 years old) and to compare Wechsler Intelligence Scale for Children-Revised (WISC-R) scatter with that produced by A. Kaufman's (1976) normal population. Range of scaled scores (i.e., scatter) was significantly greater for the LD group. (SBH)

Two measures of outerdirectedness were used with 30 educationally handicapped and 30 normal males in the second, fourth, and sixth grades. (CL)

The authors, while supporting the view expressed in EC 124 402 that decisions on school readiness should not be determined by birthdate, express concern over statistics used in the study. (CL)

The article presents a statistical and descriptive comparison, with emphasis on math subtests, of the Wide Range Achievement Test and the Peabody Individual Achievement Test, based on scores obtained from clients (in grades 1-12) at a university-affiliated learning disabilities center. (SBH)

The Token Test and the Wechsler Intelligence Scale for Children were administered to 46 nonretarded children (6-17 years old) with learning problems. (Author)

Findings supported the theory that children born late in the year are significantly more likely to be referred for academic problems in the primary grades than are children born early in the year. (CL)

This article proposes use of a life-span developmental perspective in research on adults with learning disabilities. Considerations for incorporating such essential concepts as mediating variables, context, and age-span phases into research on this population are discussed. (DB)

The study involving 60 Ss investigated whether response instability differs significantly among self-concept levels of elementary and junior high learning disabled (LD) students, whether these students differ significantly on item response instability, and whether response instability is significantly related to age, sex, race, or IQ. (SBH)

Reviewed are foreign and American studies on the relationship between school entrance age and reading readiness; and presented is the author's contention that children should be automatically admitted to kindergarten and first grade, with the school responsible for appropriate individualized instruction. (CL)