Reading level and the prevalence of a dyslexic profile among patients in a forensic psychiatric clinic

This study aims to investigate Swedish language reading ability of forensic patients and the number of them that present a dyslexia profile. Another aim is to compare the reading level in different subtypes of psychiatric diagnoses. Assessments were made of 185 patients by a battery of reading tests. They were also interviewed about their schooling and their self-estimated reading and writing ability. The results show that the patients’ reading level is below average for grade six children in Swedish compulsory school, and that 16 per cent show a dyslexic profile. Male patients with an immigrant background and a diagnosis of psychosis and anxiety disorders perform the lowest when measuring literacy skills. This proportionately low reading ability can cause difficulties in understanding texts as presented in broadsheet newspapers, civic information and patient records, and might even jeopardize the understanding of adult spoken language.     

Nonintellectual correlates of satisfaction with acceleration: A longitudinal study

Two studies were conducted to investigate the relationship between several nonintellectual personal attributes and satisfaction with acceleration among intellectually gifted students. First, two cohorts of gifted students (top 1% in ability and separated in age by five years) who had utilized acceleration during the course of their education were surveyed at age 18 and again at age 23. Overall, no strong relationships were found between satisfaction with acceleration and the nonintellectual factors at either age. Second, similar analyses were conducted for a subgroup of subjects, using the Adjective Check List and the Study of Values. Again, few significant correlations were found; the correlations that were statistically significant were small. These findings indicate that some non-intellectual personal attributes, which are often assumed important to the selection of students for acceleration or to the evaluation of participants in accelerative programs, actually may not be appropriate for these purposes.This research was supported by grants to Camilla Benbow from the National Science Foundation (MDR-8651737 and MDR-8855625) and an anonymous service agency. Further support was provided by scholarships to Mary Ann Swiatek from Oberlin College and from the Kappa Kappa Gamma Fraternity.Received M.S. in counseling psychology from Iowa State University. Research interests include social and emotional aspects of giftedness, and social coping among gifted adolescents.Received Ed.D. in educational psychology from the Johns Hopkins University. Research focuses upon intellectual talent.     

Special issue: Exploring global and transnational governance of climate change adaptation

International Environmental Agreements: Politics, Law and Economics -