摘要:

AbstractCompares the effectiveness of the Gates‐MacGinitie Readiness Skills Test (G‐M) and Illinois Test of Psycholinguistic Abilities (ITPA) for predicting reading achievement in grade one and studies whether either test differentially predicts reading in an i. t. a. approach Gr a t. o. sight approach. Subjects in grade one were administered the G‐M, a measure of intelligence, and the ITPA at the beginning of the school year and the Lee‐Clark Reading Tests at the end of the year. Subjects were learning to read in two approaches to reading –i. t. a. and t. o. sight‐oriented approach. Relationships between the G‐M. IQ, ITPA, and reading were analyzed using Pearson‐Product Moment Correlations, Partial Correlations with intelligence controlled, and Stepwise Regression Analyses. The G‐M was found to be a better predictor of reading than the ITPA for both i. t. a. and t. o. groups. The relative importance of specific subtests was found to depend on the factors of reading groups and/or sex. Future research may find a combination of available reading readiness tests to be most pred

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<4::AID-PITS2310140102>3.0.CO;2-Z

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

年代:1977

数据来源: WILEY

摘要:

AbstractA group of 80 mentally retarded youngsters, aged 6 to 16, was tested on the WISC‐R, primarily to assess the continuity of measurement between the old and new WISCs. The WISC‐R IQs correlated .65 to .82 with Stanford‐Binet IQ for a subsample of 45 children, resembling the coefficients between the 1949 WISC and the Binet for retarded groups. In addition, the WISC‐R test profiles for the 80 children corresponded closely to the WISC test profiles for many retarded samples. Thus, there was evidence to support the continuity of the WISC‐R with its predecessor for retarded po

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<10::AID-PITS2310140103>3.0.CO;2-C

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

年代:1977

数据来源: WILEY

摘要:

AbstractWISC and WISC‐R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement test measures. Individual subtests from the two scales were unevenly correlated with grades in specific school subjects over both school years. Data suggest that while the two scales may be grossly equivalent as global predictors of school achievement, the individual subtests from the two scales may not correlate equivalently with specific external criteria such as school grade

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<15::AID-PITS2310140104>3.0.CO;2-V

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe validity of the SIT was investiagated with 50 public school children in Grades 1 through 4; the WISC‐R served as the congruent validating criterion. The SIT correlated significantly with the WISC‐R and overestimated the WISC‐R IQs. Statistical data for sexual and racial stratifications were also

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<19::AID-PITS2310140105>3.0.CO;2-G

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

年代:1977

数据来源: WILEY

摘要:

AbstractTheoretically and pragmatically the subtest questions of the Wechsler Pre‐school and Primary Scale of Intelligence are assumed to be ordered from least to most difficult. The purpose of this study was to test whether or not the order was appropriate for a sample other than that used for standardization. Data consisted of test records of 89 females and 62 males tested at a private school over four years. Mean Full Scale IQ of the sample was 118. Calculation of proportion of the sample passing each item and Guttman Reproducibility Coefficients for each subtest suggested changes in the order of questions of the Vocabulary, Picture Completion, Similarities, and Comprehension Subtests. However, though questions were misordered for the present sample as a result of presenting them in the order prescribed in the test manual, the misordering was not great enough to seriously affect subtest scores or the interpretation of intratest scatte

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<24::AID-PITS2310140106>3.0.CO;2-R

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

年代:1977

数据来源: WILEY

摘要:

AbstractThirty children ages 6‐10 were selected who had been referred for psychological evaluation from the public schools. WISC‐R was significantly lower than WISC FS IQs and similar to S‐B L&M IQs (1972). Each scale predicts reading, spelling, and achievement in a significant manner. The use of the WISC‐R over the WISC will rosult in greater numbers of children being classified as r

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<30::AID-PITS2310140107>3.0.CO;2-Z

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe present study contributed further information on the reliability and ability to predict behavior problems of the Vane Kindergarten Test (VKT), a relatively new test. The VKT is judged to have limited usefulness in early detection of learning handicaps for two reasons: (a) Its reliability is too low to allow discrimination between individuals, and (b) The ability of the VKT to predict problem behaviors is quite limited.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<34::AID-PITS2310140108>3.0.CO;2-K

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

年代:1977

数据来源: WILEY

摘要:

AbstractMultiple‐regression procedures were used to assess the effectiveness of the ABC Inventory and the Metropolitan Readiness Test (MRT) in predicting first and third‐grade reading achievement. Sex and chronological age were included in the first‐grade analysis (N= 62) and the first‐grade PMA intelligence test score was added to the equation in predicting third‐grade reading (N= 65). MRT performance accounted for 11% of the variance in first‐grade SRA reading scores (R= .34). In predicting third‐grade reading, the MRT accounted for 26% of the variance and the PMA IQ scores accounted for an additional 6% (final multipleR= .57). No other predictor made a significant contribution to explaining variance in first or third‐grade read

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<37::AID-PITS2310140109>3.0.CO;2-8

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe Wallach‐Kogan Tests of Creativity were administered to 129 second‐graders and fluency and uniqueness scores were computed for each of five subtests. Also, each subject was given the Primary Mental Abilities Test and three subtests from the IOWA Tests of Basic Skills. Factor analysis by the principal components method yielded two creativity factors, verbal and figural, that were independent of those defined by the intelligence and achievement measures. Thus, evidence was obtained for the construct validity of the Wallach‐Kogan measures of creative thi

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<41::AID-PITS2310140110>3.0.CO;2-E

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

年代:1977

数据来源: WILEY

摘要:

AbstractAngry, alienated, and affluent high school students are no longer either motivated or contained by the more traditional “care, custody, control, conformity” curriculum. These adolescents respond positively to a humanistic relevant, and realistic educational philosophy which stresses the worth and dignity of students, an appreciation of individual differences, and a recognition of their inherent rights regarding self‐determination and freedom of choice. A nine‐step discipline process, which can become a profound learning experience for potentially disruptive students, provides numerous opportunities to become more responsible and to adopt more productive behavior for those who move through the

ISSN:0033-3085    

DOI:10.1002/1520-6807(197701)14:1<45::AID-PITS2310140111>3.0.CO;2-#

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

年代:1977

数据来源: WILEY