In a study on the role of learning disorders in the development of juvenile delinquency, 123 students in a training school for severe, chronic delinquents were classified as average readers, low-average readers, or reading disordered. Measures from the Wechsler intelligence scales and the Woodcock-Johnson Psycho-educational Test Battery were utilized to assign the students to one of the three reading groups. Phonological processing deficits were measured to discriminate between below average readers and reading disordered students. Legal and behavior data were collected and analyzed for group differences. The study's major finding revealed that there was no significant difference between the general population and the sample of delinquents in prevalence rate of reading disorders. In addition the three groups did not differ significantly across a variety of legal and behavioral data. The three reading groups did not differ significantly on variables measuring aggressive behavior, noncompliance, criminal severity, number of adjudications, and legal commitments. The results failed to support the hypothesis that learning disorders play an important role in the development of juvenile delinquent behavior. The results of the study support a shift in the study of delinquent behavior from individual differences to the nature and quality of adolescent interaction processes. / Source: Dissertation Abstracts International, Volume: 52-09, Section: B, page: 4983. / Major Professor: Wallace A. Kennedy. / Thesis (Ph.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76488 |
| Contributors | Partyka, David John., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 76 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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