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Developmental cascades of social competence, achievement in school, and achievement on standardized assessments during the transition to adolescence and secondary school.

08:00 EDT 10th June 2019 | BioPortfolio

Summary of "Developmental cascades of social competence, achievement in school, and achievement on standardized assessments during the transition to adolescence and secondary school."

Social and academic functioning are cornerstones of positive youth development and important to later educational and health outcomes. Yet, little is known about how the timing and direction of relationships between social and academic functioning vary by the type of achievement assessed and how the transition to adolescence influences these relationships.

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This article was published in the following journal.

Name: Journal of adolescence
ISSN: 1095-9254
Pages: 91-102

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A cognitive disorder characterized by an impaired ability to comprehend written and printed words or phrases despite intact vision. This condition may be developmental or acquired. Developmental dyslexia is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education. The disturbance in reading significantly interferes with academic achievement or with activities of daily living that require reading skills. (From DSM-IV)

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These are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. (From DSM-V).

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