Academic achievement in high functioning autistic individuals
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Abstract Academic achievement levels in 54 high functioning (IQ > 70) autistic subjects were compared with those of 41 normal controls, who did not differ significantly in age, IQ, gender, race, or SES from the autistic subjects. The measures of academic achievement used included portions of the Detroit Tests of Learning Aptitude-2, the Woodcock Reading Mastery Test, and the Kaufman Test of Educational Achievement. Based on prior neuropsychological findings, it was hypothesized that autistic subjects would not differ from controls on subtests assessing mechanical and procedural skills, but would differ on subtests measuring comprehension and interpretive skills. As predicted, the autistic subjects performed significantly less well than controls on comprehension tasks, but not on mechanical reading, spelling, and computational tasks. This pattern is at variance with the typical academic profile of individuals with disabilities in reading or spelling, but shares some features with the nonverbal learning disabilities.Keywords:
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Recent studies show that spell-checkers help reduces students’ surface error in writing by flagging spelling errors and giving correct spelling suggestions. However, are the error corrections provided by spelling checkers internalised by students? This study
investigated whether the presence of spelling-checkers influenced students’ abilities to repair spelling errors. A quasi-experimental two groups study was conducted on 30 Form 1 students, one with spelling-checkers, and one without. The students were given dictations which contained target words. The checker helped the students revise their spelling. However, after the use of spelling checkers, students still made the same errors in their spelling. The findings suggest that spell-checkers have very little influence on students’ abilities to repair spelling errors.
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The relevance of IQ to the definition of learning disabilities is a much-debated issue. In this article, the effect of not using IQ in the identification of children with reading disabilities is demonstrated. Two classification procedures, differing in their use of IQ, are compared. The first conclusion is that abandoning IQ in classification has a very limited impact on the number of children identified as reading disordered. Our data demonstrate that, if IQ is used, more high IQ children are classified. Another finding pertains to the effect of a restriction of IQ range. The number of children classified as reading disordered is a function of the IQ range.
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INTRODUCTION HOW TO USE THIS BOOK EXPLANATION OF TERMS USED IN THIS BOOK OXFORD A-Z OF BETTER SPELLING CENTRE SECTION CONTAINING: Spelling Rules Apostrophes Hyphens Endings and Beginnings Common Misspellings Reanalysis INTRODUCTION HOW TO USE THIS BOOK EXPLANATION OF TERMS USED IN THIS BOOK OXFORD A-Z OF BETTER SPELLING CENTRE SECTION CONTAINING: Spelling Rules Apostrophes Hyphens Endings and Beginnings Common Misspellings Reanalysis INTRODUCTION HOW TO USE THIS BOOK EXPLANATION OF TERMS USED IN THIS BOOK OXFORD A-Z OF BETTER SPELLING CENTRE SECTION CONTAINING: Spelling Rules Apostrophes Hyphens Endings and Beginnings Common Misspellings Reanalysis
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This seven month trial was undertaken to determine if the Fonetik spelling system (Jackson, 1994) enabled students with and without spelling difficulties to enhance their regular spelling scores. A sample of 270 students aged between 8 and 13 years were involved. The students were based in 8 schools within an RTLB cluster. The Fonetik system was introduced to all the students within their regular classroom settings. The results indicate that Fonetik was successful in increasing regular spelling scores for students with spelling difficulties and that it can be successfully implemented in schools with guidance from RTLB. This matched the conclusions
of the first trial conducted by Croft and Boyd with the support of NZCER (1993).
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This seven-month trial was undertaken to determine if the Fonetik spelling system (Jackson, 1994) enabled students with and without spelling difficulties to enhance their regular spelling scores. A sample of 270 students aged between 8 and 13 years were involved. The students were based in 8 schools within an RTLB cluster. The Fonetik system was introduced to all the students within their regular classroom settings. The results indicate that Fonetik was successful in increasing regular spelling scores for students with spelling difficulties and that it can be successfully implemented in schools with guidance from RTLB. This matched the conclusions of the first trial conducted by Croft and Boyd with the support of NZCER (1993).
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ABSTRACTToday aptitude test for career assessment becomes more common among the young adults. Among the numbers of available aptitude tests, Differential Aptitude Test (DAT) is a widely used one. The more scientific way of career choice usually follows aptitude test next to intelligence, personality and interest tests. As it is not quite possible to administer the entire above mentioned tests, it can be possible to administer the aptitude test and intelligence test for a better career choice. Therefore this study was planned to found out the relationship of Aptitude and Intelligence Quotient for better career guidance. A total of 40 subjects have selected randomly from various undergraduate courses studying in Keshav Mahavidyalaya, University of Delhi. After taking their consent for the study and detailing the objective, all the participants were assessed SPM first. After a rest interval of 15 minutes, the DAT was administered. This study indicates that except the Perceptual Speed accuracy, Mechanical Reasoning and Spelling (P=0.01), there is no significant relationship exist between the other subtests of DAT with the Intelligence Quotient (P=0.01). The result also reveals that Intelligence Quotient (IQ) is significantly related to the most important subtest of DAT: Abstract Reasoning and Educational Aptitude. In this regard can be said that, although there is no significant relationship exist between the all the subtests of DAT with SPM but it is satisfying the relationship with abstract reasoning and educational aptitude. Therefore Aptitude test with intelligence may be suggested a better assessment for career guidance especially in educational set up.Keywords: Educational aptitude, Abstract reasoning, Intelligence quotient, Career choice.INTRODUCTION:Career guidance is a common measure before career choice in all developed countries. But still it is neglect in most of the developing and underdeveloped countries. Therefore in the recent time, career guidance is an emergent method of career choice for the career aspirants. The method of career guidance is not only helpful for the job aspirants but also for the job providing firms only to satisfy the purpose of right person for right job. It will directly help to improve the production and performance of the organization and indirectly help the economy of countries. Besides these above benefits, the employee?s job satisfaction and work motivation level will be increased.Choice of a career in developing and underdeveloped countries are still with the pressure of family without giving importance to the abilities (aptitude) and intelligence of the personnel who will be assigned a career. In some cases peer pressure also play a vital role for career choice. As the result, un-employability increased and in some cases due to inappropriate choice of career leads to frustration in job or loss of job. In this regard a scientific method of career choice following career guidance and career counseling using the scientific measures can help a young aspirant better career choice.REVIEW OF LITERATURE:Scientific measure of career choice can only augment the chance of better academic performance and employability in an adolescent?s future life. In this regards Cohen and Swerdlik (2002) avowed that to achieve the academic and eventual career goals, it is necessary to determine the factors that facilitate scholastic achievement in general and academic skills in particular. The purpose can be satisfied with use of psychological measures such as test of aptitude, intelligence, personality and interest (Vasantha 1977; Yadav 1979). But in many cases it is not possible to measure all above mentioned tests. Therefore aptitude test suggested as the only option for career guidance.The concept of aptitude may be defined as the capacity which tends the people to work actively, rationally and scientifically. It is the quality of human being to show themselves in a better way. …
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A case study of a developmental college freshman shows a dramatic change in spelling over the course of several weeks after completing self-instruction materials on phonics. The inaccurate spelling patterns of common words undermined the content of Susan's literature journals and made instructors question her ability to succeed in college. After reading 30 simplistic explanations of phonetic spelling rules and completing the corresponding practice exercises, Susan's later journal entries showed fewer spelling errors with no spelling errors in the final entry. This case gives us hope for adults with poor spelling habits and solicits suggestions from college instructors who work with students having similar problems with spelling.
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We conducted two studies to investigate the benefits and limitations of spelling checkers with students with learning disabilities (LD). Study 1 compared the performance of 10 common spelling checkers in suggesting correct spellings for 555 unique misspellings from the writing of 55 students with LD in Grades 5 through 8. Study 2 investigated the success of 27 students with LD from Grades 6 through 8 in correcting their spelling errors with and without a spelling checker. Results indicated that spelling checkers are helpful but also have significant limitations. Unaided, students in Study 2 corrected 9% of their errors, with the spelling checker, they corrected 37% of their errors. Spelling checkers failed to identify 26% and 37% of errors in Studies 1 and 2, respectively, because the errors were other words correctly spelled. On average, spelling checkers suggested the correct spelling for approximately 55% of the identified errors, although the spelling checkers in Study 1 varied widely in performance. When the correct suggestion was provided, students usually (82% of the time) were able to select the correct word. Implications for instruction and design of spelling checkers are discussed.
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