摘要:

AbstractConventional approaches to early assessment and intervention for young school children focus primarily upon notions of general intelligence, academic readiness, personality, and perceptual integrity. However, such concepts are grounded largely in hypothetical constructs that provide little information to those carrying out enrichment and remediation programs. Alternatively, the concept oflearning stylefocuses upon the phenomenology of potentially changeable or teachable behaviors manifested in common learning situations. The 16‐item Study of Children's Learning Styles rating scale was completed by teachers for 1,513 kindergarten children from diverse community, racial, socioeconomic, and religious backgrounds. Principal components factor analysis with varimax rotation revealed three distinct styles of learning‐related behavior; i.e., Avoidant, Inattentive, and Overly Independent. These dimensions were found to retain substantial internal consistency, as well as retest and interobserver reliability. Learning styles were validated against the criteria of teacher‐assigned grades and standardized achievement scores gathered one year later, and were compared to a concurrent measure of general intelligence. Each style was related to other behavioral dimensions not devoted exclusively to the learning pr

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<5::AID-PITS2310210102>3.0.CO;2-B

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe WISC and WISC‐R protocols of 94 special education students (51 white males, 5 black males, 30 white females, and 8 black females) who tested in the mildly retarded and borderline range of abilities (IQs of 50–78) were examined. Their test performance was then followed longitudinally for two additional WISC and WISC‐R assessments. Mean age of subjects was 8 years at Test 1, 10.75 years at Test 2, and 14.9 years at Test 3. As predicted, subjects had lower IQ equivalent scores on Bannatyne's Sequencing Ability category than their IQ equivalent scores on the Verbal Comprehension or Perceptual Organization factors of the WISC and WISC‐R for all three testings. Results were interpreted as supporting the notion that mildly retarded children and learning disabled children have qualitatively similar learning p

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<15::AID-PITS2310210103>3.0.CO;2-D

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

年代:1984

数据来源: WILEY

摘要:

AbstractRaw scores on the 16 K‐ABC subtests and the total raw scores on the sequential and simultaneous processing scales and the achievement scale were correlated with age in months for two separate samples, each subdivided by race and sex: the K‐ABC standardization sample (N= 2000) and an additional group of blacks and whites tested during the development of the K‐ABC sociocultural norms (N= 615). Within each sample, the highest and lowest correlations from all race/sex groups were contrasted across all K‐ABC subtests and scales. All correlations between age and raw scores were statistically significant (p⩽ .05). No significant differences occurred in the magnitude of these relationships as a function of race/sex grouping, supporting the construct validity of the K‐ABC as a developmental measure of children's aptitude and achievement for blacks, whites, Hispanics, males,

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<19::AID-PITS2310210104>3.0.CO;2-Z

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

年代:1984

数据来源: WILEY

摘要:

AbstractCriteria are proposed for defining and selecting preschool developmental screening instruments. These criteria include the purpose, breadth, and psychometric properties of screening tests. The Early Screening Inventory (ESI) is a developmental screening instrument designed to satisfy these criteria. The test samples developmental, rather than school achievement, abilities and focuses on performance in a wide range of developmental areas. The results of several reliability and validity studies performed on the ESI are presented, demonstrating that the ESI predicts school performance with moderate to excellent accuracy through the end of second grade. The usefulness and limitations of the ESI in predicting school performance from kindergarten to grade four are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<25::AID-PITS2310210105>3.0.CO;2-6

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe present study examined WISC‐R scale, factor, and subtest scores in relationship to PPVT‐R standard scores in order to test hypotheses regarding abilities measured by the PPVT‐R. For a naturally occurring sample of rural children referred for assessment (N= 51), the results of direct and stepwise regression analyses indicated that, while verbal comprehension abilities may contribute most to successful performance on the PPVT‐R, perceptual organization abilities also play a significant though less substantial role in the child's performance on the PPVT‐R. While Vocabulary scaled scores accounted for 63% of the variance, addition of Object Assembly and Picture Arrangement scaled scores accounted for an additional 11% of the observed variance in PPVT‐R performance. Students for whom the PPVT‐R overestimated WISC‐R Full Scale performance differed significantly from students for whom the PPVT‐R underestimated their WISC‐R performance only on the WISC‐R Arithmetic subtest. Implications for interpretation of the

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<34::AID-PITS2310210106>3.0.CO;2-5

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

年代:1984

数据来源: WILEY

摘要:

AbstractScaled scores of the 10 mandatory WISC‐R subtests were factor analyzed for separate groups of black (N= 430) and white (N= 274) public school students. Two‐, three‐ and four‐factor solutions were examined using the iterated principal factor method. The factorial solutions were compared using coefficients of congruence, and each solution was compared to the standardization sample. Coefficients of congruence between the black and white first factor were .96, second factor .99, and third factor .74. Congruency between Kaufman's results and each racial group was also quite high, suggesting that the WISC‐R measures the same theoretical

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<42::AID-PITS2310210107>3.0.CO;2-7

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

年代:1984

数据来源: WILEY

摘要:

AbstractTwenty‐four deaf children judged each other, using a standard sociometric technique, and were rated by their teachers. The correlations between the two sources at four assessment periods replicated previous findings of substantial convergence of teachers' behavioral ratings and children's sociometric scores, thereby extending this relationship to the population of language‐impaired deaf children in residential school setti

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<45::AID-PITS2310210108>3.0.CO;2-W

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe present study investigated the internal consistency reliability estimates of the Raven Coloured Progressive Matrices (CPM) for Anglo and Mexican‐American third‐grade boys from low socioeconomic status background. The results showed that the reliability estimates of the CPM for the two ethnic groups were acceptably high and extremely similar in magnitude. In light of these findings, plus previous cross‐cultural reliability studies of the CPM, it appears that the CPM is a promising nonverbal intelligence measure when used with children of culturally and linguistically diverse backgr

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<49::AID-PITS2310210109>3.0.CO;2-H

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe Stroop Color‐Word Test was used to measure selective attention in LD (N= 45) and nonLD (N= 50) children. Results indicated that LD children have a significant weakness in the process of selective attention when compared to nonLD children. On the Stroop, no significant sex differences were noted with nonLD children, although LD boys tended toward greater interference proneness in a trend that approached significance. Findings suggest that the Stroop is a parsimonious and effective screening measure in differentiating LD from nonLD childre

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<53::AID-PITS2310210110>3.0.CO;2-N

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe restrictiveness of special education placements was examined by profession (administrators, school psychologists, and special education teacters) and by type of handicapping condition (mental retardation [MR], emotional disturbance [ED], and learning disability [LD]). A total of 66 professionals (22 in each profession) assigned placement scores, using the Rucker‐Gable Educational Placement Scale, on the basis of three psychological reports (one MR, ED, and LD case per professional). Results indicated that the average placement scores for the three cases combined did not differ significantly by profession. However, a significant interaction occurred, with administrators assigning the MR and ED cases to more restrictive placements than both the school psychologists and special educators, only to shift to a relatively less restrictive approach with the LD case. Implications of these findings are discussed, including a discussion of the multidisciplinary approach to clinical decision makin

ISSN:0033-3085    

DOI:10.1002/1520-6807(198401)21:1<61::AID-PITS2310210111>3.0.CO;2-P

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

年代:1984

数据来源: WILEY