Sentences with phrase «average ability child»

I am a private tutor and in my opinion a good tutor can get an average ability child to near the top or to the top at school, whereas a poor tutor has very little effect.

In Years 3 and 4, gifted children have the conceptions of friendship which characterize average ability children at least two years older.

Not exact matches

Sure they do better than the average child «resisting» but they are not little adults with strong willpower or the ability to make decisions based on long - term consequences («I'm going to say no because this could make me overweight or lead to Type 2 Diabetes»).

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

The answer is no — a 15 month old whose sleep is uninterrupted for 11.5 hours (the average for a child that age), will experience a much better, restorative night sleep, resulting the next day in better moods, a higher ability to focus and learn, and overall improved health.

For children of high - math - anxious parents, a significant improvement in math abilities was evident if the app was used on average once a week, compared to those who used it less often.

He comments: «Our previous work has shown that children exposed to newborn hearing screening had, on average, better language and reading abilities at age eight years.

In these healthy UK children with below average reading ability, concentrations of DHA and other Omega - 3 LC - PUFA were low relative to adult cardiovascular health recommendations, and directly related to measures of cognition and behavior.

Psychological research over the past decade suggests there are no gender differences in children's cognitive abilities and therefore no difference, on average, in the potential for females and males to achieve in mathematics (Spelke, 2005).

What research tells us about the «average» child or «most» children may not apply to a particular son's or daughter's unique abilities and delays.

More than half of the language - minority children whose reading abilities are substantially below the national average are not receiving bilingual or English - as - a-second-language instruction, according to a study by the Educational Testing Service.

Shown is an image of a 10 - year - old with severe reading disabilities before and after 60 hours of intensive instruction, during which the child rose into the average range in word - reading ability.

Three - fifths of «average» children have a propensity for or deficit in verbal, quantitative or spatial abilities.

Only one in five (20 %) children should be considered «average» across the ability range, according to an analysis of 24,000 children.

A child who is weaker verbally, for instance, but average in other abilities (6 % of all children) will tend to struggle with English.

Here's just one example: After almost a year in Head Start (with an average cost of about $ 7,700 in 2005), children were able to name only about two more letters than their non — Head Start counterparts, and they did not show any significant gains on much more important measures, such as early math learning, vocabulary, oral comprehension (more indicative of later reading comprehension), motivation to learn, or social competencies, including the ability to interact with peers and teachers.

Too many children are routinely identified as «average» and their abilities and problems are overlooked as a consequence, says a new study published today (22 September 2017).

Because he believes that poor children are disproportionately below average in academic ability, Murray's second test is Title I, a popular federal program whose goal is to upgrade the schools attended by children from low - income families.

Whether you use the definition of giftedness from the United States Office of Education (US Department of Education, 1993), which describes these students as» children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment», or as Renzulli (1978) does as the intersection and interaction among three basic clusters of human traits — above average ability, high levels of task commitment, and high levels of creativity, it is arguably the concept of asychronicity that educators must address.

Those two abilities are highly correlated with each other, so that it is not the case that children who are below average in one have a fair shot at being above average in the other.

I felt it would be unwise, therefore, to ask teachers who did not have significant inservice in gifted education to nominate «students of average ability» for participation in this study, as the resulting sample might well contain children who were intellectually gifted.

Group 1: Children identified by their classroom teachers (who had completed the inservice program in gifted education) as being of average intellectual ability.

Individual achievement tests give many grade levels of questions, but only a few questions, well selected to differentiate levels of ability, at each level; they compare the child to a nationally normed «average» of children of the child's age;

This child has the same ability to learn to read in the 8th grade as the child that passed the tests in the 4th, 5th, 6th, and 7th grades and simply requires the average effective teacher.

Average conversation length strongly correlates with children's IQ's and reading ability.

Twice - exceptional children are gifted children of above average abilities who have special educational needs - AD / HD, learning disabilities, Asperger Syndrome, etc..

Average children who are formally taught skills and information before they begin school may have an initial advantage over average children who have not received such instruction, but a child with average abilities is not going to become gifted as a result of formal early instruction, and unless that child continues to receive advanced instruction, early advantages will bAverage children who are formally taught skills and information before they begin school may have an initial advantage over average children who have not received such instruction, but a child with average abilities is not going to become gifted as a result of formal early instruction, and unless that child continues to receive advanced instruction, early advantages will baverage children who have not received such instruction, but a child with average abilities is not going to become gifted as a result of formal early instruction, and unless that child continues to receive advanced instruction, early advantages will baverage abilities is not going to become gifted as a result of formal early instruction, and unless that child continues to receive advanced instruction, early advantages will be lost.

Within the designated classrooms, teachers were asked to divide their classes into thirds (high, average, and low) in terms of perceived reading ability; children were then randomly selected from each third.

The nonprofit National Center for Fair and Open Testing, known as FairTest, which fights the misuse of government - mandated standardized tests, says on its website that the average student takes 112 tests between kindergarten and 12th grade and that the assessments «are frequently used in ways that do not reflect the abilities of students of color, English language learners, children with disabilities, and low - income youth.»

Teachers who fear that gifted children may face social and emotional problems as a result of acceleration have often not taken into consideration that intellectually gifted students differ from age - peers of average ability in their emotional maturity almost as much as in their intellectual ability.

One of the most consistent things we see from data is that the spread of ability within a year group far outstrips the average progress children make between years.

High ability children can be challenged to match each climate description to a corresponding average weather graph.

The average sample resume for Assistants Teacher mentions qualifications such as the ability to interact efficiently with children, patience, a caring personality, supervisory skills, and knowing how to discipline students.

Twice - exceptional children are gifted children of above average abilities who have special educational needs - AD / HD, learning disabilities, Asperger Syndrome, etc..