title: [Intelligence and language performance of special education children at 7 and 9 years of age].
abstract: Prospective longitudinal data from children at a school for learning disabled were obtained. Intelligence and language scores were assessed at first grade and two years later. The results of two samples from Erlangen and München showed a high stability of the intelligence scores but less stability of the language scores. There were remarkable improvements in language comprehension. Expressive language had a constant lag compared with the test-standard of children of the same age; the articulation did improve as expected. The children from this special school still had problems with verbal short term memory.
authors.affiliation: Abteilung für Kinder- und Jugendpsychiatrie der Universität Erlangen-Nürnberg.
authors.forename: P
authors.initials: P
authors.lastname: Amon
authors.forename: B
authors.initials: B
authors.lastname: Beck
authors.forename: R
authors.initials: R
authors.lastname: Castell
authors.forename: C
authors.initials: C
authors.lastname: Teicher
authors.forename: A
authors.initials: A
authors.lastname: Weigel
mesh_terms: D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D007360:Intelligence; D007805:Language Development Disorders / Q000175:diagnosis* / Q000628:therapy; D007859:Learning Disabilities / Q000175:diagnosis* / Q000628:therapy; D008137:Longitudinal Studies; D008297:Male; D011939:Mental Recall; D011446:Prospective Studies; D013064:Speech Disorders / Q000175:diagnosis / Q000628:therapy; D013067:Speech Perception; D014706:Verbal Learning
vernacular_title: Intelligenz und sprachliche Leistungen bei Sonderschulkindern mit 7 und 9 Jahren.