There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year.…

This study utilized a sample of 159 inmates from a small Northwest Indiana correctional facility to examine the educational attainment and literacy proficiency of the inmates. The 3rd edition of the Wide Range Achievement Test (WRAT-3) was used to assess the spelling, reading and arithmetic achievement of the inmates. Overall the results of this…

An undergraduate degree is critical to a student-athlete's transition into life after sports; however, Black male student-athletes are not seizing the opportunities associated with college graduation. Black male student athletes' graduation rates are consistently and substantially lower than those of their White male student-athlete counterparts.…

The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)-Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also…

Objective: To characterize the late adolescent and young adult outcomes of girls diagnosed with ADHD in childhood. Method: The study included 58 women from a larger longitudinal study of ADHD. A total of 34 (M = 19.97 years old) met "DSM" criteria for ADHD in childhood, whereas the remaining 24 (M = 19.83 years old) did not. Self- and…

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…

"Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study "Durable Effects of Concentrated Disadvantage on Verbal Ability Among African-American Children" (R. Sampson; R. Sharkey; and S. Raudenbush.)…

Evaluates the reading abilities of 122 male and 59 female drug users as assessed through the reading subtest of the Wide Range Achievement Test-Revised and the short form of the Woodcock Reading Mastery Test-Revised. Men and Blacks reported the highest level of education completed, but the tests revealed no differences across gender and ethnicity…

Regression lines for the prediction of Wide Range Achievement Test (WRAT) scores by Wechsler Intelligence Scale for Children (WISC) and WISC Revised (WISC-R) intelligence quotients were compared across race, by the Potoff technique. Subjects were 36 black and 30 white children who were referred for psychological evaluation because of learning or…

This study investigated the differential validity of the Wide Range Intelligence Test, which is a new, brief measure of ability. Participants (N = 744) ranged in age from 5 through 85 years (M = 26.7 years, SD = 21.4 years) and varied by the demographic variables of gender, race/ethnicity (Anglo, African American, Hispanic), and education level…

Compared regression lines for prediction of Wide Range Achievement Test scores by Wechsler Intelligence Scale for Children and revised WISC Full Scale IQs across race. Results support the use of a common regression line in the prediction of achievement scores for races. (Author)

Regression lines for the prediction of Wide Range Achievement Test (WRAT) standard scores by Stanford-Binet Intelligence Scale scores were compared across race for matched groups of 60 black and 60 white children selected from among a large number of children who had been referred for psychological services by their classroom teachers. The white…

Interrelationships among IQ, academic achievement, and teacher ratings of pupils' classroom achievement were evaluated in a large sample of children from various racial and socioeconomic backgrounds. A substantial relationship between standardized measures of IQ and achievement was found and was independent of race, but decreased with increasing…