Factors Related to the Academic Attainments of Children With Down's Syndrome
Bibliographic Data
| ID | 9615292 |
|---|---|
| Authors | Patricia Sloper (University of Manchester, corresponding author), CLIFF CUNNINGHAM (0000-0002-5434-5122, University of Manchester), Stephen Turner (0000-0002-7538-0533, University of Manchester), Christina Knussen (University of Manchester) |
| Year | 1990 |
| Volume | 60 |
| Issue | 3 |
| Pages | 284-298 |
| Publication date | 1990-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1990.tb00945.x |
| PMID | 2150752 |
| OpenAlex | W2017058447 |
| Language | EN |
| Citations received | 3 |
S ummary . The attainments in reading, number and writing skills, of 117 children with Down's syndrome, aged 6 to 14 years, were assessed using checklists completed by teachers. In a study of child and family functioning a wide range of variables was measured and the relationships of these to academic attainments were investigated using multivariable analysis. The children's mental age scores were most strongly related to academic attainments scores, but, in addition, type of school attended, gender, chronological age and fathers' scores on a measure of locus of control were significantly related. The results are discussed in terms of their implications for educational placement and curriculum, and the role of fathers in their children's education
Curriculum · Developmental psychology · Pedagogy · Family and Disability Support Research · Parental Involvement in Education · Psychology
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 1993 - 2003 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |