| Abstract: | ABSTRACT A sample of 193 internationally adopted children from Colombia and Korea and a matched sample of 193 Norwegian-born children were tested for school competence. The results showed that as a group, adopted children had lower school performances than Norwegian-born children. The disparity within the adopted group's performances was considerable. Most of the disparity was explained by the adopted children's language skills, especially the ability to use the language at a higher cognitive level (school language), and a high frequency of hyperactive behavior. However, while country of origin also contributed significantly, the children's age of adoption did not explain much of the variance. |
