摘要:

AbstractThe Survey of Reading Attitudes was administered to 84 normal and 116 disabled readers from the intermediate grades, and a discriminate function analysis was performed on their scores for the eight dimensions of reading attitudes measured by the Survey. The findings indicate that Expressed Reading Difficulty, Reading as Enjoyment, and Reading Group are the three variables that discriminate between these two groups. In comparison with normal readers, disabled readers are more likely to feel negatively about their reading group, less likely to see themselves as pursuing reading for its intrinsic value, and more likely to perceive of themselves as having difficulty with reading. However, the extent to which these findings can be generalized beyond the present sample of white Appalachian students must be established through future research.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<472::AID-PITS2310160402>3.0.CO;2-P

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractThere has been a need to identify a quick screening and reevaluation instrument to determine eligibility status for specialized programs. The Slosson Intelligence Test (SIT) is one instrument that has been suggested for this purpose. In a ten‐year review of validity studies with the SIT, Stewart and Jones (1976) found substantial correlations between the SIT and WISC. They recommended that future validity studies with the SIT focus on specific subgroups with restricted IQ ranges. The present study compared the SIT with the WISC‐R for a group of intellectually gifted students. The results indicated reduced correlations between the measures. The calculated regression equation was dissimilar to the one reported by Stewart and Jones for nonrestricted IQ populations, although predictive ability was greater. The need for comparing the SIT with other measures for specific subgroups was suppor

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<478::AID-PITS2310160403>3.0.CO;2-4

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractThe Piers‐Harris Self‐Concept Scale was administered to 270 behaviorally disordered children referred to a child study center for antisocial, aggressive, and criminal behavior. Compared to the aggregate mean for published scores of normal children (N=3282), the subject group's scores were significantly lower (p<.0001) and more variable. No sex, race, or age effects were observed. A table of norms for behaviorally disordered children was genera

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<483::AID-PITS2310160404>3.0.CO;2-F

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractThis study investigated the predictive validity of the Stanford‐Binet Intelligence Test, using the Wide Range Achievement Test as criterion. Ninety‐nine urban children referred for psychological evaluations were administered both instruments by trained examiners, and regression analyses were conducted where the S‐B IQ scores were separately regressed on Reading, Spelling, and Arithmetic standard scores from the WRAT. The results indicate that the S‐B IQ significantly predicts WRAT standard scores. Derived regression equations are r

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<488::AID-PITS2310160405>3.0.CO;2-Y

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractCompared good and poor spellers at the third‐ and sixth‐grade levels on seven tasks that measured visual and auditory discrimination, memory, analysis and synthesis skills. The results indicated that five tasks discriminated between good and poor spellers at the third‐grade level: tasks requiring visual discrimination and visual memory of words; auditory discrimination, memory, analysis and synthesis; and auditory‐visual integration. Two tasks discriminated between good and poor spellers at the sixth‐grade level: tasks requiring auditory discrimination, memory, analysis and synthesis; and auditory‐visual integration. Memory for words and sentences did not discriminate between good and poor spellers at either

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<491::AID-PITS2310160406>3.0.CO;2-E

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractThe type and frequency of a variety of clerical errors were investigated in 200 protocols from both the 1949 and 1974 editions of the WISC. The rate of errors was grossly the same for the records both at a psychiatric facility and at a large school system. Nearly 90% of the combined examiners had made at least one error, and 46% of the protocols contained one or more errors. While the rate was slightly lower in the school setting, there were no significant differences obtained when students vs. practitioners or Master's vs. Master+ level of training were considered. Despite the high error rates, in most cases there was little impact upon IQs. Potential consequences of such errors and a discussion of ways to lower the rate are presented.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<495::AID-PITS2310160407>3.0.CO;2-#

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractThe WISC‐R, PIAT, and DAM were examined to ascertain relationships among the three instruments. Moderate to high correlations were found when PIAT scores were compared to WISC‐Rg iqs, while DAM standard scores correlated moderately with PIAT and WISC‐R scores. Correlations indicate that information yielded by the PIAT may be obtained through WISC‐R results, while the DAM may be tapping other abilities not adequately assessed by either of the other two m

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<497::AID-PITS2310160408>3.0.CO;2-R

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractThe WISC‐R and WAIS were administered to 30 16‐year‐old EMH students in a test‐retest design to distribute practice effects. The average interval between administrations was approximately 37 days. Results fromt‐tests of significance of difference between the means were obtained for the total group and for two subgroups, one receiving the WISC‐R first and one the WAIS first. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<502::AID-PITS2310160409>3.0.CO;2-8

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractA variety of methodological and statistical problems in the Roffe and Bryant (1979) study of the McCarthy Scales' profile reliability are pointed out. Major problems of failure to take practice effects into account and use of the Pearson correlation to determine profile reliability substantially limit the utility of the study. Alternative procedures and more efficacious use of the Roffe and Bryant data are suggested.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<505::AID-PITS2310160410>3.0.CO;2-P

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY

摘要:

AbstractAlthough integrating handicapped children into regular classrooms has become well established educational practice, the clinical decision to mainstream a given child should be based on systematic consideration of several factors. Among these are age, pervasiveness and degree of handicap, curriculum, social skills, class size, teacher competency, and family resources. These criteria are discussed, along with various approaches to, and the pertinent evidence for and against, mainstreaming.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197910)16:4<508::AID-PITS2310160411>3.0.CO;2-D

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1979

数据来源: WILEY