Identification and remediation of reading difficulties based on successive processing deficits and delay in general reading.

Widespread learning problems among South African children are associated with the apartheid era and show a need for effective reading programs. In selecting these programs, it is useful to differentiate between children with dyslexia and children whose reading is poor because teaching was inadequate. In this study, the Woodcock Tests of Reading Mastery-Revised and tests modelled on the Cognitive Assessment System were used to define a group of children with deficits in successive processing associated with dyslexia and a group of children with general reading delay.

Performance of black and white South African children on the Wechsler Intelligence Scale for Children--Revised and the Kaufman Assessment Battery.

The validity of traditional intelligence tests for cultural groups that differ from those for whom the tests were normed has come under scrutiny. This is particularly the case for the previously disadvantaged black majority in South Africa. The Kaufman Assessment Battery for Children (K-ABC) is reportedly a relatively nondiscriminatory test of intellectual functioning.

Adjustment of children and interaction of parent and child among single mothers in a disadvantaged South African community.

This study investigated the relationships among family status (intact vs single parent), socioeconomic status, parent-child interaction, and children's adjustment in a disadvantaged "Coloured" community in South Africa. Data were collected from 48 mothers, including 12 married mothers of higher socioeconomic status, 12 single mothers of higher socioeconomic status, 12 married mothers of low socioeconomic status, and 12 single mothers of low socioeconomic status. Low socioeconomic status, single mothers rated their children as significantly less adjusted than mothers in the other three groups.

Cognitive modifiability of adolescents with schizophrenia: a research note.

It is well documented that schizophrenic patients suffer from numerous cognitive defects. In a preliminary investigation, the Learning Potential Assessment Device was used under controlled conditions to examine the cognitive modifiability of institutionalized adolescent schizophrenics (N = 12) and a contrast group of adolescents with severe conduct disorders (N = 10). Feuerstein's theory of structural cognitive modifiability was thus applied in assessing potential for change.

Applicability of the temperament construct to black South African children.

Evidence is cited for the relevance of temperament to the scholastic achievement of black South African children, who are severely disadvantaged. While highlighting cultural differences in the meaning of certain behavior assessed by the Teacher Temperament Questionnaire, the results generally provide support for the universality of the temperament construct.