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Peer reviewedCho, Seokhee; Ahn, Doehee – Exceptional Children, 2003
A study trained 10 5-year-old typical children, 11 5-year-old gifted children, and 11 7-year-old typical children on strategy use. Several differences among groups were found, generally favoring the gifted children in terms of performance and maintenance of strategies. In addition, the gifted children seemed to use categorization strategies…
Descriptors: Cognitive Ability, Elementary Education, Foreign Countries, Gifted
Faggella, Kathy; Horowitz, Janet – Instructor, 1990
Seven forms of intellectual accomplishment are identified; each type forms the basis of a certain learning style. This article outlines how to recognize the characteristics of each form of intelligence and how to supply the materials, activities, and experiences that will reinforce these strengths in students. (IAH)
Descriptors: Cognitive Style, Elementary Education, Instructional Materials, Intelligence
Peer reviewedChae, Paul Kyuman; Kim, Ji-Hye; Noh, Kyung-Sun – Gifted Child Quarterly, 2003
A study involving 106 gifted children and 71 typical children (ages 6-9) evaluated the correlation between intelligence and performance on the Test of Variables of Attention (T.O.V.A). Results found gifted children with ADHD performed better on tasks of omission error, commission error, and response sensitivity than typical children with ADHD.…
Descriptors: Attention Deficit Disorders, Elementary Education, Error Patterns, Gifted Disabled
Peer reviewedMorgan, Allison E.; Singer-Harris, Naomi; Bernstein, Jane H.; Waber, Deborah P. – Journal of Learning Disabilities, 2000
Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…
Descriptors: Academic Achievement, Children, Cognitive Processes, Elementary Education
Peer reviewedAckerman, Peggy T.; Holloway, Carol A.; Youngdahl, Patricia L.; Dykman, Roscoe A. – Learning Disabilities: Research & Practice, 2001
The double-deficit theory of reading disabilities (RD) was examined in 56 children with reading disabilities and 45 controls (ages 8-11). Students differed on all phonological analysis tasks and rapid naming of digits and letters, but also differed on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except…
Descriptors: Attention Span, Elementary Education, Intelligence Differences, Learning Disabilities
Peer reviewedShapira, Rina; Hadad, Menashe – Journal of Classroom Interaction, 1982
The relative influence of scholastic achievement, intelligence, athletic ability, and ethnic origin on the formation of friendships among pupils in two Israel elementary schools was explored. The most important factor was found to be similar academic achievement, followed by intelligence and athletic achievement. (Authors/PP)
Descriptors: Achievement, Athletes, Cultural Differences, Elementary Education
Peer reviewedDas, J. P.; And Others – Journal of Learning Disabilities, 1994
Elementary children (n=112) comprising average IQ, high IQ, dyslexic, and normal readers were administered measures of planning, attention-arousal, simultaneous and successive processing, phonemic segmentation, and nonverbal IQ. Cognitive tasks differentiating dyslexic from normal readers were the successive processing tasks and two tasks of…
Descriptors: Articulation (Speech), Attention Control, Cognitive Processes, Decoding (Reading)
Peer reviewedGuidubaldi, John; And Others – School Psychology Review, 1983
A wide array of data was gathered in a nationwide study, including parent and child interviews, intelligence test and achievement test scores, and teacher ratings of children's classroom performance. Results indicated extensive differences favoring intact family children, which persisted when IQ and socioeconomic status measures were controlled.…
Descriptors: Academic Achievement, Age Differences, Divorce, Elementary Education
Download full textLuyten, Hans; Van der Hoeven-van Doornum, Anneke – 1994
This study investigated the effects of classroom composition on achievement. The analysis focused on the assessment of classroom homogeneity with respect to the socioeconomic background and general intelligence of the students. In addition, the extent to which classroom composition affects the standards the teachers employ and how these standards…
Descriptors: Ability Grouping, Academic Achievement, Classroom Environment, Elementary Education
