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1.
Abstract

The WISC subtest patterns of 87 fourth-grade males were analyzed to determine the relationship between the patterns and reading achievement and social-class. All social-class effects and interactions involving social-class were nonsignificant, Scores on three Verbal Scale subtests (Arithmetic, Similarities, and Digit Span) and one Performance Scale subtest (Picture Completion) were found to be significantly related to reading achievement.  相似文献   

2.
ABSTRACT

This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used to place them, we find a misalignment between students’ subtest choice and the highest math course they passed. After correcting for this misalignment through our alternative A&P criteria, we found that students experience increased access to higher levels of math while exhibiting similar success rates in their placed courses.  相似文献   

3.
Abstract

Concurrent validity of the French Pictorial Test of Intelligence (PTI) was Investigated using kindergarten ant second-grade students. At kindergarten and second-grade levels, respectively, correlations with criteria employed were: WISC Full Scale .75, .71; WISC Verbal .64, .66; WISC Performance .66, .69; Lorge Thorndike .51. .42; teachers’ estimation of IQ .85, .46. Generally, the ability of the PT to predict students’ class grades at both grade levels ant reading skills, at the second-grade level, as measured by Stroud Hieronymus Test, was poor.

Intereorrelations between PTI sub-tests were found to be unite high, particularly at second grade, suggesting that discrete functions are not measured. Correlations between PTI and WISC subtest scores suggest that subtests of each test do not measure the same functions even where subtest names are similar.  相似文献   

4.
The performance of 152 children in the age range 7 years 5 months to 7 years 11 months on a battery comprising the Illinois Test of Psycholinguistic Abilities (ITPA), the English Picture Vocabulary Test 2 (EPVT), a test of auditory discrimination, a sentence repetition test and an orally administered verbal intelligence test was compared with the complexity and fluency of spoken language recorded from each child. Only a moderate correlation was found between the ITPA total score and the length‐complexity index (LCI) from the language samples. Moderate correlations were found between the LCI and several auditory‐vocal channel subtests from the ITPA; however, with the influence of verbal intelligence partialled out most of these were reduced to low or nonsignificant levels. The scores from the Manual Expression subtest in the visual‐motor channel were found to correlate as highly with LCI as did the ITPA total score.

This relationship was maintained to two situations, (i) when the factor of verbal intelligence was controlled statistically, (ii) when a sub‐sample of subjects within a narrow IQ range was selected for separate analysis. The Verbal Expression subtest also showed moderate correlation with LCI in four out of five analyses, thus lending support to the “process” construct in the ITPA model. No connection was found between any of the psycholinguistic subtests and fluency of language production. The validity of the ITPA as a test of oral language performance was questioned.  相似文献   


5.
Abstract

This study examines the utility of the Ban- natyne recategorization system in discriminating among three groups of handicapped students. A stepwise discriminant functions analysis was performed on the subtest scaled scores from the WISC-R for 294 learning disabled (LD), 36 educably mentally retarded (EMR), and 71 emotionally disturbed (ED) students. The results of this analysis revealed that 100 percent of the EMR and ED students were predicted to be labeled LD on the basis of this recategorization, while 99.7 percent of the LD students were predicted to be LD. These findings are examined in relation to the use of alternative statistical methods and different diagnostic procedures to identify and classify students.  相似文献   

6.
Abstract

A short experiment in 9th grade civics classes, comparing the effects of divergent and convergent study questions on both divergent and convergent post-test performance, revealed some differential patterns among predictive and post-test measures. It was found that performance on the convergent post-test was more predictable, that a verbal subtest of the Minnesota Tests of Creative Thinking contributed to the prediction of performance (in addition to what was predicted by an achievement index) on the divergent but not the convergent post-test, and that performance was generally more predictable when pupils were tested in the same manner they had studied.  相似文献   

7.
The present study examined the factor structure of the Kaufman assessment battery for children-second edition normative update with normative sample participants aged 7–18 years (N = 500) using confirmatory factor analysis with maximum likelihood estimation and multidimensional scaling procedures. For the 10 subtest Cattell-Horn-Carroll core battery configuration, an alternative hierarchical model with four group-specific factors (crystallized ability, perceptual reasoning, short-term memory, and long-term storage and retrieval) provided the best fit to the normative data for both age groups. These results suggest caution for interpreting the visual processing and fluid reasoning index scores in isolation given the inability to locate those constructs independently at school-age. Implications for the clinical interpretation of the measurement instrument moving forward are discussed.  相似文献   

8.
Neglected children, by far the majority of children maltreated, experience an environment most deficient in cognitive stimulation and language exchange. When physical abuse co-occurs with neglect, there is more stimulation through negative parent–child interaction, which may lead to better cognitive outcomes, contrary to Cumulative Risk Theory. The purpose of the current study was to assess whether children only neglected perform worse on cognitive tasks than children neglected and physically abused. Utilizing LONGSCAN archived data, 271 children only neglected and 101 children neglected and physically abused in the first four years of life were compared. The two groups were assessed at age 6 on the WPPSI-R vocabulary and block design subtests, correlates of cognitive intelligence. Regression analyses were performed, controlling for additional predictors of poor cognitive outcome, including socioeconomic variables and caregiver depression. Children only neglected scored significantly worse than children neglected and abused on the WPPSI-R vocabulary subtest (p = 0.03). The groups did not differ on the block design subtest (p = 0.4). This study shows that for neglected children, additional abuse may not additively accumulate risk when considering intelligence outcomes. Children experiencing only neglect may need to be referred for services that address cognitive development, with emphasis on the linguistic environment, in order to best support the developmental challenges of neglected children  相似文献   

9.
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10.
This study examined the factor structure of the Wechsler Intelligence Scale for Children‐Fifth Edition (WISC‐V) with four standardization sample age groups (6–8, 9–11, 12–14, 15–16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC‐V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher‐promoted, five‐factor solution. Forced extraction of five factors resulted in only one WISC‐V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separate Visual Spatial and Fluid Reasoning dimensions. Results indicated that most WISC‐V subtests were properly associated with the four theoretically oriented first‐order factors resembling the WISC‐IV, the g factor accounted for large portions of total and common variance, and the four first‐order group factors accounted for small portions of total and common variance. Results were consistent with EFA of the WISC‐V total standardization sample.  相似文献   

11.
Abstract

This study was an attempt to measure the effect of black dialect on the reading test performance of black and white high school students. Forty-six low achieving ninth grade students were administered a standard English form and a black dialect form of the read ing subtest of the Stanford Diagnostic Reading Test, Level II. The dialect form was written so that the written language of the test approximated the exact oral sentence pattern of the black students taking the test. Results showed that black students administered the dialect form did significantly better (.05) than black students administered the standard English form. White students did significantly better (.01) than black students on the standard English form of the test. All other differences were not significant.  相似文献   

12.
Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18–25) as compared to 21 LD college-able males (CA 18–25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and verbal conceptualization, while the LD males’ highest abilities were nonverbal visual-spatial confirming earlier studies on younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially females.  相似文献   

13.
Abstract

The purpose of this investigation was to provide statistical evidence to support the assumption that adolescents have personal and social problems which affect their school achievement. 217 eighth and ninth grade students from the Shawnee Mission Public Schools, Shawnee Mission, Kansas were given the Mooney Problems Check Lists and the SRA Achievement Series in September, 1964. Coefficients of correlation were then computed between the seven areas and a composite score of the Mooney and the ten subtest scores of the SRA. The statistical analysis revealed an inverse relationship between the number of problems reported on the Mooney and the student achievement scores as reported by the SRA. The relationship was statistically significant at the .01 level of confidence.  相似文献   

14.
This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment or control conditions. Measures of achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (follow-up). Although students in ELM classrooms did not differ significantly from students in control classrooms, we expected and found that the effects of ELM depended on students’ initial achievement. Initial achievement moderated condition effects for Test of Early Mathematics Ability (TEMA) scores (p =.0039), but not the Early Numeracy–Curriculum-Based Measurement (p =.1887). We found no effects on follow-up first-grade scores from the Stanford Achievement Test Tenth Edition Problem Solving subtest (p =.9737) or Procedures subtest (p =.6336).  相似文献   

15.
Abstract

This investigation was completed to obtain information concerning the relationship of the stability of teacher behavior (measured in terms of active learner inattention) to teacher effectiveness and teacher responsiveness to inservice training. A second purpose was to determine if differences in stability of teaching behavior were, in part, a function of sex of teacher, years of experience, or grade level taught. Sixty-seven teachers participated in the study, with 30 of these teachers receiving inservice training for a 6-week period. The results indicated that teachers with stable and unstable teaching behavior were equally responsive to training. Stability of teacher behavior was related to the amount of learner inattention in the classroom; teachers with the more stable behavior had less active learner inattention.  相似文献   

16.
Abstract

As part of an ongoing screening program, the writing samples of 50 out of 109 third year college students were identified by readers as deficient. The entire sample of 109 had completed the Test of Everyday Writing Skills (TEWS). The students with identified unsatisfactory writing skills performed significantly lower than those students with satisfactory writing skills on all subtests of the TEWS. The TEWS was moderately easy for third year college students, but it discriminated well. The selection of the 70th percentile on the Composition Skills subtest as a cutoff criterion identified only 2 percent of deficient writers as potentially successful. The selection of appropriate cutoff scores on the TEWS allows for the use of a gross screening device and offers a number of advantages.  相似文献   

17.
The aim of the present study was to further investigate the properties of a “quantitative” factor previously identified in the “diagrams, tables and maps” subtest of SweSAT. The analyses were carried out with a structural equation modelling technique on the spring 1991 version of SweSAT with 19‐year‐old test takers and were replicated on four ensuing versions of the test (n?=?14,431–19,597). The “quantitative” factor was successfully separated from the analytic, problem‐solving dimension with regard to the first test, whereas the results of replications were somewhat less clear‐cut.  相似文献   

18.
Abstract

This study explored the relationship between cooperative and competitive instructional environments in which high level teacher questions were the primary instructional strategy and student achievement was measured by recall of content and the ability to respond to high level test questions. Ninety-six fifth grade students were randomly assigned to one of three groups: competitive environment (Cm), cooperative environment (Co), and control (C). Results of the data analysis by MANOVA indicated that Cm and Co did better than C on both low level and high level portions of the posttest. There were no significant differences between Cm and Co in low level understanding, but significant differences in favor of Cm over Co did emerge on the high level subtest. The implications for structuring classroom environments and the need for further research studies are discussed.  相似文献   

19.
Abstract

In each of the 9th (N = 75) and 11th (N = 84) grades and on each subtest of the ITED battery, overachieving and underachieving groups were identified by using the predicted scores plus and minus one SB as the cutting points. When these two groups were compared on tests of creative thinking, the mean scores did not show any consistent trend across the different achievement areas to favor either one of these groups. Because of the low correlations between IQ and creativity (.12 in 9th, "-.01 in 11th) and achievement and creativity (—.02 to .21 in 9th, —.16 to .07 in 11th), results of analyses of covariance, controlling for IQ, did not affect the findings.  相似文献   

20.
The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of twice-exceptional students who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between low and high achievers in their learning potential as revealed by their performance on DA.  相似文献   

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