Sex-specific Differential Prediction of Academic Achievement by German Ability Tests

2013 ◽  
Vol 21 (1) ◽  
pp. 130-134 ◽  
Author(s):  
Johannes Schult ◽  
Benedikt Hell ◽  
Katja Päßler ◽  
Heinz Schuler
Keyword(s):  
Academic Achievement ◽  
Differential Prediction ◽  
Ability Tests

Relationship between Accuracy in Ability Perception, Academic Performance, and Metacognitive Skills among Engineering Undergraduates

2012 ◽  
pp. 364-377
Author(s):  
Azlina Mohd Kosnin ◽  
Mohd Fadzil Daud
Keyword(s):  
Academic Achievement ◽  
Cognitive Ability ◽  
Teaching And Learning ◽  
Self Report ◽  
Accurate Estimation ◽  
Metacognitive Skills ◽  
Cross Sectional ◽  
Ability Tests ◽  
Accurate Perception ◽  
Engineering Undergraduates

A quantitative study using cross-sectional descriptive research design was conducted to investigate engineering undergraduates’ accuracy in perception of cognitive ability and its relationship with academic achievement and metacognitive skills. A total of 465 second year UTM students from an engineering degree programme were involved in the study. Results of their cognitive ability tests were compared to responses from self-report assessments of matched domains of ability. The discrepancy between tested and self-reported responses was then compared to academic achievement and metacognitive skills. Results indicate that high achievers are more accurate in their perception of their ability compared to students with lower level of achievement. Similar patterns were observed for metacognitive skills where undergraduates with the most accurate perception of ability show the highest level of metacognitive skills. Results also show significant positive correlation between metacognitive skills and academic achievement. Accuracy of one’s perception of ability may have something to do with the ability to think about thinking (metacognition). Findings from this study would not only provide evidence regarding the role of metacognition in influencing perception of ability and the possible outcome on academic achievement, but more importantly, such information can have an impact on the process of teaching and learning as well as academic advising. Steps in helping students to increase their metacognitive skills and gain more accurate estimation of their ability are suggested.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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