Spelling errors and reading fluency in compensated adult dyslexics

Generally, a person who is diagnosed as dyslexic remains diagnosably dyslexic all his/her life. However, occasionally, an individual compensates for his/her difficulties in some way, and by adulthood is no longer diagnosably dyslexic. In what ways are these compensated dyslexics different from both dyslexics and nondyslexics? We compared IQ, achievement test, and spelling error scores in adult dyslexics, adult nondyslexics, and adult compensated dyslexics (N=25) in the two studies reported here. The second study differed from the first in that the subjects were matched for age, education, IQ, and SES. In both studies, compensateds were significantly different from nondyslexics on the WRAT Spelling subtest and Reading Quotient scores. In the second study the compensateds differed from the nondyslexics in total raw score and average reading speed on Gray Oral Reading Test. On the other hand, they were different from dyslexics on all reading and spelling variables in both studies, except for PIAT Reading Comprehension in Study 2. Finally, in Study 2, the compensateds were different from both dyslexics and nondyslexics in average reading speed. In conclusion, it appears that compensation does not result from differences in IQ, education, or SES, though it may be influenced to some extent by sex. Compensateds appear very similar to nondyslexics in their reading and spelling skills; however, there appears to be a difference in the automaticity with which they apply these skills.     

Relationship between perceived levels of classroom individualization and science-related attitudes

Relationships between perceived levels of classroom individualization and science-related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science-Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end-of-year attitude scores, beyond that attributable to corresponding beginning-of-year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science education research.     

New age roles

This paper suggests that changes in society, particularly Western nations, require us to look at male and female development and youth preparation for future roles from a systems perspective. As indicators of need to use different methods of career guidance, the author cites 1) the narrow range of possibilities from which girls and boys choose; 2) the gap between perceptions and reality; 3) the pervasiveness of sex-role stereotyping and its limiting effects; 4) the growing linkage between work and family roles; and 5) the lack of communication between the sexes about future roles and goals. She suggests that the reality of social change, difficult though it is for some to accept, requires us to more adequately prepare youth for the exponential change which is occurring around the world. She analyzes some of the changes which have occurred and discusses possible consequences for individuals, work, and family.Invited paper prepared for the International Round Table for the Advancement of Counselling, University of Lausanne, Switzerland, September 5–9, 1982.     

The need for alternative paradigms in science and engineering education

There are two main claims in this article. First, that the classic pillars of engineering education, namely, traditional mathematics and differential equations, are merely a particular, if not old-fashioned, representation of a broader mathematical vision, which spans from Turing machine programming and symbolic productions sets to sub-symbolic orderings such as artificial neural nets. Second, that the paradigm of equivalence ought to be extended to those non-traditional engineering disciplines that require at least the same dedication, such as music and its science, musicology, because they broaden the search and identification of structures, one of the most important tasks of creative engineering. Furthermore, an example of contemporary advanced technology will be given that favours these very claims.