Abstract
This study examined the effect of fluctuations in blood glucose on the reading performance of diabetic school children. Nine diabetic children between the ages of 9 and 12 years were compared with a group of non-diabetics of the same ages and sex, who were matched on academic potential (by teacher judgement). The dependent variables were the vocabulary and reading comprehension subtests of the Canadian Test of Basic Skills. Although no achievement differences were found, differences were demonstrated in the time required to complete the subtests. The intercorrelations of achievement measures with blood glucose levels were also examined. The implications of these results, together with the limited existing literature, are discussed in terms of the directions needed in future research and the possible impact they might have on classroom practice.
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