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An Intensive Differential Diagnosis of Partially Seeing Children to Determine the Implications for Education.

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Title: An Intensive Differential Diagnosis of Partially Seeing Children to Determine the Implications for Education.
Authors: Karnes, Merle B., Wollersheim, Janet P., Champaign Community Unit 4 Schools, IL. Dept. of Special Services.
Peer Reviewed: N
Page Count: 83
Publication Date: 1963
Descriptors: Achievement, Adjustment (to Environment), Arithmetic, Case Studies, Clinical Diagnosis, Exceptional Child Research, Individual Differences, Intelligence, Interpersonal Relationship, Memory, Partial Vision, Peer Relationship, Psycholinguistics, Reading Achievement, Social Adjustment, Underachievement, Visual Impairments, Visual Perception
Abstract: Sixteen partially seeing children in grades 1 to 8 who were enrolled in a special resource room program were slected for differential diagnosis; their characteristics as a group and as individuals were delineated. Tests administered were the Stanford-Binet Intelligence Scale, Illinois Test of Psycholinguistic Abilities, Wechsler Intelligence Scale for Children (verbal section), Benton Visual Retention Test, Vineland Social Maturity Scale, a sociometric technique, California Test of Personality, and Michigan Picture Test. Each subject's mental age was used in the Horn formulas (1947) to determine reading and arithmetic expectancies; the Stanford Achievement Test in large and regular size type was used to determine actual achievement; and oral reading was measured Gray's Oral Reading Paragraphs tests and four subtests of the Monroe Diagnostic Reading Examination. The following hypotheses regarding the partially seeing were upheld: they are not achieving at a level equal to their abilities (discrepancies at .05 level); their psycholinguistic processes which involve visual and motor abilities are inferior to their auditory and vocal abilities; they are less well accepted in class than normal seeing peers. The data did not support the hypotheses that, compared to the seeing, partially sighted childred have inferior visual memory, are less socially mature, or show poorer personality adjustment. Three case studies are provided. (LE)
Journal Code: RIENOV1969
Entry Date: 1969
Accession Number: ED030224
Database: ERIC
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  Data: An Intensive Differential Diagnosis of Partially Seeing Children to Determine the Implications for Education.
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  Data: <searchLink fieldCode="AR" term="%22Karnes%2C+Merle+B%2E%22">Karnes, Merle B.</searchLink><br /><searchLink fieldCode="AR" term="%22Wollersheim%2C+Janet+P%2E%22">Wollersheim, Janet P.</searchLink><br /><searchLink fieldCode="AR" term="%22Champaign+Community+Unit+4+Schools%2C+IL%2E+Dept%2E+of+Special+Services%2E%22">Champaign Community Unit 4 Schools, IL. Dept. of Special Services.</searchLink>
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  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 83
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1963
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Exceptional+Child+Research%22">Exceptional Child Research</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Partial+Vision%22">Partial Vision</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Psycholinguistics%22">Psycholinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Adjustment%22">Social Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Underachievement%22">Underachievement</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Sixteen partially seeing children in grades 1 to 8 who were enrolled in a special resource room program were slected for differential diagnosis; their characteristics as a group and as individuals were delineated. Tests administered were the Stanford-Binet Intelligence Scale, Illinois Test of Psycholinguistic Abilities, Wechsler Intelligence Scale for Children (verbal section), Benton Visual Retention Test, Vineland Social Maturity Scale, a sociometric technique, California Test of Personality, and Michigan Picture Test. Each subject's mental age was used in the Horn formulas (1947) to determine reading and arithmetic expectancies; the Stanford Achievement Test in large and regular size type was used to determine actual achievement; and oral reading was measured Gray's Oral Reading Paragraphs tests and four subtests of the Monroe Diagnostic Reading Examination. The following hypotheses regarding the partially seeing were upheld: they are not achieving at a level equal to their abilities (discrepancies at .05 level); their psycholinguistic processes which involve visual and motor abilities are inferior to their auditory and vocal abilities; they are less well accepted in class than normal seeing peers. The data did not support the hypotheses that, compared to the seeing, partially sighted childred have inferior visual memory, are less socially mature, or show poorer personality adjustment. Three case studies are provided. (LE)
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  Data: 1969
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RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 83
    Subjects:
      – SubjectFull: Achievement
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Clinical Diagnosis
        Type: general
      – SubjectFull: Exceptional Child Research
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Partial Vision
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Psycholinguistics
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Social Adjustment
        Type: general
      – SubjectFull: Underachievement
        Type: general
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Visual Perception
        Type: general
    Titles:
      – TitleFull: An Intensive Differential Diagnosis of Partially Seeing Children to Determine the Implications for Education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Champaign Community Unit 4 Schools, IL. Dept. of Special Services.
      – PersonEntity:
          Name:
            NameFull: Karnes, Merle B.
      – PersonEntity:
          Name:
            NameFull: Wollersheim, Janet P.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 1963
ResultId 1