PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN--REVISED (WISC-R).

Persistent Link:
http://hdl.handle.net/10150/187655
Title:
PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN--REVISED (WISC-R).
Author:
MATHER, NANCY.
Issue Date:
1984
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to compare and analyze test scores on the Woodcock-Johnson Psycho-Educational Battery (Battery) and the Wechsler Intelligence Scale for Children -- Revised (WISC-R) for a sample of subjects classified as learning disabled and a sample of subjects classified as gifted and talented. Subjects were randomly selected and included 51 school-identified learning disabled students and 46 school-identified gifted and talented students. All subjects were administered the Woodcock-Johnson Tests of Cognitive Ability (WJTCA), the Woodcock-Johnson Tests of Achievement (WJTA) and the WISC-R. The specific areas of investigation for each sample included: (a) performance on the Achievement-Aptitude Profile of the Battery, (b) comparability of full scale scores, (c) performance on the Cognitive clusters of the Battery, (d) performance on the Achievement clusters of the Battery, and (e) the magnitude of Verbal-Performance Scale Score discrepancies on the WISC-R. Results indicated that the majority (74.5%) of the subjects classified as learning disabled and a few (10.9%) of the subjects classified as gifted and talented evidenced a moderate or severe deficit on the Achievement-Aptitude Profile. The subjects classified as learning disabled scored significantly higher on the Full Scale score of the WISC-R than on the full scale score of the WJTCA, while the difference between full scale scores was not significant for the subject classified as gifted and talented. An important finding was that scores obtained on the Reasoning cluster were invalid for subjects in both samples. Further analyses indicated that the alternative clusters, Oral Language and Broad Reasoning (Woodcock, 1983) provided a more accurate appraisal of abilities for each sample. Overall, the study provided insights regarding test performance on the Battery and the WISC-R for these two diverse samples.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Intelligence tests.; Ability -- Testing.; Achievement motivation in children.; Weschler intelligence scale for children.; Woodcock-Johnson Psycho-Educational Battery.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Kirk, Samuel

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN--REVISED (WISC-R).en_US
dc.creatorMATHER, NANCY.en_US
dc.contributor.authorMATHER, NANCY.en_US
dc.date.issued1984en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to compare and analyze test scores on the Woodcock-Johnson Psycho-Educational Battery (Battery) and the Wechsler Intelligence Scale for Children -- Revised (WISC-R) for a sample of subjects classified as learning disabled and a sample of subjects classified as gifted and talented. Subjects were randomly selected and included 51 school-identified learning disabled students and 46 school-identified gifted and talented students. All subjects were administered the Woodcock-Johnson Tests of Cognitive Ability (WJTCA), the Woodcock-Johnson Tests of Achievement (WJTA) and the WISC-R. The specific areas of investigation for each sample included: (a) performance on the Achievement-Aptitude Profile of the Battery, (b) comparability of full scale scores, (c) performance on the Cognitive clusters of the Battery, (d) performance on the Achievement clusters of the Battery, and (e) the magnitude of Verbal-Performance Scale Score discrepancies on the WISC-R. Results indicated that the majority (74.5%) of the subjects classified as learning disabled and a few (10.9%) of the subjects classified as gifted and talented evidenced a moderate or severe deficit on the Achievement-Aptitude Profile. The subjects classified as learning disabled scored significantly higher on the Full Scale score of the WISC-R than on the full scale score of the WJTCA, while the difference between full scale scores was not significant for the subject classified as gifted and talented. An important finding was that scores obtained on the Reasoning cluster were invalid for subjects in both samples. Further analyses indicated that the alternative clusters, Oral Language and Broad Reasoning (Woodcock, 1983) provided a more accurate appraisal of abilities for each sample. Overall, the study provided insights regarding test performance on the Battery and the WISC-R for these two diverse samples.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectIntelligence tests.en_US
dc.subjectAbility -- Testing.en_US
dc.subjectAchievement motivation in children.en_US
dc.subjectWeschler intelligence scale for children.en_US
dc.subjectWoodcock-Johnson Psycho-Educational Battery.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorKirk, Samuelen_US
dc.contributor.committeememberBos, Candaceen_US
dc.identifier.proquest8412672en_US
dc.identifier.oclc690680676en_US
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