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This article reports the findings of a study investigating rates and types of comorbid mental disorder evident in adolescents and young adults with autism. A sample of 84 young people (M = 19.5 years, SD = 4.6) with "Diagnostic and Statistical Manual of Mental Disorders," 4th Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000) autistic disorder participated in the study. Comorbid mental disorder was assessed through a semistructured comprehensive clinical interview with all participants and caregivers and supplemented by quantitative questionnaires. The results revealed that 42% of the young people with autism in the sample had an additional comorbid mental disorder, a rate 2 to 4 times that found among typically developing young people. All diagnoses were made according to DSM-IV-TR and "International Classification of Diseases," 10th Edition criteria (ICD-10; World Health Organization, 1992). A range of mood (17%), anxiety (12%), adjustment (8%), and disruptive behavior (12%) disorders were diagnosed. (Contains 3 tables.)

This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post-16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed.

Parallel versions of a new multiple-choice word-recognition test were administered to 1019 and 590 Year-1 pupils respectively. The test format was based on a published test of Word Recognition and Phonic Skills and was intended to provide reliable diagnostic information. It was found that internally consistent measures of three types of word recognition error could be derived (relating to consonants, vowels and phoneme omission), but that scales for letter order errors were unreliable. Information about the length of words which an individual can usually recognise, the proportion of high frequency to low frequency words recognised and the relative ease of recognising regular and irregular words were also considered as having possible implications for teaching. Of these measures, only word length was found to be a strong independent predictor of word recognition. Implications of these findings for the future development of norm-referenced tests that at the same time provide objective feedback about individual strengths and weaknesses are discussed.

Examined factors associated with successful use of information and communications technology (ICT) in elementary school. Linking it with teachers' constructs of good teaching and learning, the study demonstrated clear links between patterns of thinking and positive use of ICT. These patterns of thinking impacted on student outcomes in literacy and numeracy. (Contains references.) (SM)

A major British research project found significant gains in elementary students' literacy and numeracy achievement in 14 of 16 classrooms where teachers worked on developing their own computer skills and instructional uses of computers. Factors contributing to successful professional development are identified, as well as necessary sources of professional and technical support. (SV)

Applies onset-rime theory in a randomized controlled trial to the authentic reading task of reading aloud to an adult. Finds that the rime-prompt method has potential for helping children recognize one- and two-syllable words. Notes that it is suitable for use by parents, teachers, and other helpers. (SG)

Results of classroom research are reported which analyzed the spelling errors of 60 low-achieving students (ages 9-11), as well as lists of words students indicated they wanted to learn. These and other investigations were used to develop a computer-presented precision spelling program, whose features are described in detail. (JW)

Proposes a grouping of subtests corresponding to the three-factor pattern of the Wechsler Intelligence Scale for Children (WISC) and its revised form, WISC-R, for use with children with reading difficulties. (FL)