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<table border="0" cellpadding="3" cellspacing="1" width="100%" class="forumline"> <tr> <th class="thCornerL" width="22%" height="26">Author</th> <th class="thCornerR">Message</th> </tr> <tr> <td width="22%" align="left" valign="top" class="row1"><span class="name"><a name=""></a><b>ckejyetf9k</b></span></td> <td class="row1" height="28" valign="top"><table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td width="100%"><img src="http://picsrv.fora.pl/subSilver/images/icon_minipost.gif" width="12" height="9" alt="Post" title="Post" border="0" /><span class="postdetails">Posted: Thu 19:00, 29 Aug 2013<span class="gen"> </span> Post subject: peuterey outlet On Having The Right Attitude To IQ</span></td> </tr> <tr> <td colspan="2"><hr /></td> </tr> <tr> <td colspan="2"><span class="postbody">Which came first, the chicken or the egg? Which comes first, intelligence or achievement? 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If he were given remedial <a href="http://www.itsmpdiploma.com" target="_blank" class="postlink">abercrombie</a> reading instruction and his reading level improved as a result, it is very probable that his I Q score would be higher if he were retested. <br />But Joey's chances of getting remedial reading instruction on an individual basis are probably slim, for most schools and school systems do not have the funds and facilities required for extensive programs in <a href="http://www.decerner.com" target="_blank" class="postlink">hollister uk</a> this area. <br />Joey's reading is probably considered satisfactory: that is, he is over a year behind what is considered average for his age, but he is also somewhat below average in intelligence. 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But Joey, whose below-average I Q traps him in slow classes, has little chance to extricate himself from the vicious circle in which his I Q adversely affects his education which adversely affects his achievement which adversely affects his I Q-and so on. <br />The <a href="http://www.sandvikfw.net/shopuk.php" target="_blank" class="postlink">hollister sale</a> school, having classified and grouped the child on the basis of his I Q-and, in some instances, with the aid of such related factors as reading ability and arithmetic level-begins to expect and accept of the child the kind of performance his I Q indicates as most probable. <br />The parent, usually placing confidence in the school's superior experience in evaluating the educational progress of children, begins to accept the school's general picture of the child's strengths and weaknesses. <br />And the child, always to some extent unsure of his ability to go beyond a familiar level, and normally preoccupied with the more exciting everyday aspects of growth and life, develops a self-image that is strongly shaped by the attitudes of his parents, <a href="http://www.rtnagel.com/louboutin.php" target="_blank" class="postlink">louboutin</a> his teachers, and his fellow schoolmates. <br />Even though the <a href="http://www.lcdmo.com/hollister.php" target="_blank" class="postlink">hollister france</a> school does not <a href="http://www.1855sacramento.com/woolrich.php" target="_blank" class="postlink">woolrich bologna</a> identify the average, bright, or slow groups in any way, it does not take long for the children themselves to sense the I Q-based distinctions. 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