This study examined adult students of limited reading ability, determining the extent to which their performance on a standardized examination was a function of their reading ability, rather than function of their knowledge of the material tested by the examination.

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Many different versions of the original Token Test (De Renzi and Vignolo, 1962) have been available to speech language pathologists as a language assessment tool with various populations. The most recently adapted version of the Token Test is the Token Test for Children developed by DiSimoni (1978) as a measure to detect subtle receptive language abilities in children. The purpose of this study was to determine ii a significant difference existed between reading disabled and normal readers on syntactic and memory abilities on the Token Test for Children and if a difference existed between reading disabled students in grades 3 - 6 and dyslexic adolescents in grades 7 - 12 from the Whitehouse (1983) study.

Lean body weight and aerobic and anaerobic factors have long been recognized as important determinants of performance in the 2000 met:E!r (M) 1 ace distance for rowing. Current research with noninvasive techniques has important implications for training and performance but is inconclusive. The purpose of this study was to investigate the relationship between a 2000 M rowing ergometer performance test (PT) and lean body weight (LBW), velocity at heart rate deflection (Vd), and anaerobic capacity (AC) in experienced rowers. Vd was used as an estimate of aerobic function. Thirteen trained male rowers (mean age 38.5 ± 8 years) were studied. Hydrostatic weighing at residual lung volume was used to estimate LBW. Each subject performed five exercise tests on a Concept II rowing ergometer: one 2000 M PT, two sub maximal step wise progressive tests to determine Vd (s/500 M), and two maximal 40-s anaerobic tests to determine AC. Intraclass correlation coefficients for the test/retest trials of Vd and AC were R = 0.740 and R = 0.863, respectively. Stepwise multiple linear regression analysis was used to explain variance in PT. The order of entry of each independent variable (and associated multiple R2 at each step) in the analysis was (1) Vd, 0.589; (2) LBW, 0.709; (3) AC, 0.720. The regression equation was PT (s) = 375.66 + 1.093 (Vd) - 0.820 (LBW) - 0.0007 (AC); S.E.E. = 10.01. It was concluded that performance in a 2000 M rowing ergometer PT is primarily dependent on aerobic metabolism and available lean body weight with anaerobic factors contributing to a lesser degree. These results have implications for specific training and team selection.

Magister Educationis - MEd / School admission policies are powerful tools that can sometimes contain provisions that are in conflict with the Constitution of the Republic of South Africa and other legislation and policies which regulate education in South Africa. Provisions relating to fees, documents required for admission and specific admission practices may have the effect of excluding certain learners from admission to schools. Such practices include charging application fees, charging registration fees, administering admission tests and demanding only specific documents for proof of address. On the face of it, these practices may seem unproblematic, but in effect, they exclude certain learners. This may be contrary to South African Law. Section 36 of the Constitution allows for the limitation of rights. Differentiation or discrimination may be permissible; however, it is unfair discrimination that is prohibited. Consequently the constitutionality of these policies and practices investigated are measured against the protection afforded by the Constitution. This study identifies some of these exclusionary provisions and practices at schools and proposes possible ways to eradicate and combat them. Because the exclusion of learners, whether through school admission policies or practices, may unjustifiably encroach upon the rights of such learners, this is an investigation into a legal issue and a legal theoretical lens must, therefore, be used to address this phenomenon. This qualitative study thus determines whether or not, and if so, how school admissions policies function to exclude learners from schools. The research is based on the comparative analysis of various public documents including the Constitution; legislation; judicial decisions; awards of cases of the Education Labour Relations Council (ELRC) and policies of the Western Cape Education Department school admission policies and practices from five high schools and five primary schools in the Western Cape were sampled and analysed. The focus of the research is public schools in the Western Cape Province including specialised schools referred to as focus schools.

No description available.

Research suggests there may be race, sex, and ability differences in score improvement on different selection tests and methods when retested (Schleicher, Van Iddekinge, Morgeson, & Campion, 2010). However, it is uncertain what individual differences moderate retest performance on GMA assessments, and why. In this study, 243 participants were retested on the Wonderlic Personnel Test (WPT). There was no evidence that race, sex, emotional stability, or conscientiousness moderate retest performance on the WPT, although SAT scores did positively predict retest performance. Individuals within the interquartile range of the initial WPT scores gained more when retested than those with more extreme scores. Establishing artificial cut-off levels demonstrated that those below the cut-off gained more when retested than those above the cut-off. Therefore, average-scorers and in some cases lower-scorers who may have failed to meet a predetermined cut-off are encouraged to re-test as they have little to lose and much to gain.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Linguistics / Master / Master of Arts

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