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V. J. Hinton D. C. De Vivo R. Fee E. Goldstein Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154
Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills. 相似文献
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Educational Assessment, Evaluation and Accountability - Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests,... 相似文献
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Louise L. Stevenson Albert N. Greco Ann Okerson Beth Luey 《Publishing Research Quarterly》1991,7(1):85-91
Association of Research Libraries 相似文献
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MICHAEL V. ELLIS 《Counselor Education & Supervision》1991,30(3):238-251
The purpose of this article was to revitalize and disentangle common misconceptions about a scientific agenda for clinical supervision. 相似文献
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TEHMINA N. BASIT 《Gender and education》1997,9(4):425-440
ABSTRACT This article elucidates the dynamics of Muslim family life and the role of family values in shaping the present experiences and future aspirations of adolescent British Muslim girls. A group of Muslim girls in three schools, their parents and some of their teachers were interviewed. The research shows the dynamism of family values and the way British Muslims are socialising their daughters to construct a British Muslim identity by adopting and rejecting aspects of their Asian and British ethnicities and through a combination of freedom and control. It also argues that British Muslim young women are getting ambiguous messages about freedom and they feel ambivalent about various features of their Asian and British ethnicities. Furthermore, the research notes the stereotypical notions held by some of the teachers, which are apparently based on assumptions regarding the lives of British Muslim girls. 相似文献