Oral language skills are important to consider in school psychology practice, as they are directly tied to many areas of academic functioning. For example, research has demonstrated that oral language skills in early elementary school predict reading comprehension in later grades (Kendeou, van den Broek, White, & Lynch, 2009). With a…

The present study examined the reliability and validity of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) for use with deaf and hard-of-hearing (D/HOH) children. Psychologists (n = 10) provided data for 128 D/HOH children who were assessed with the WISC-IV as part of routine assessments. All the WISC-IV subtests (8) and…

The question regarding the appropriateness of the use of tests of intelligence and cognitive abilities developed in the United States to assess people from other countries was renewed in the debate between Suen and Greenspan (2008) and Sanchez-Escobedo and Hollingworth (2009). This controversy arose from challenges in the translation, adaptation,…

The use of accommodations for both instruction and assessment continues to be of great importance for students with disabilities. The purpose of this report is to provide an update on the state of the research on testing accommodations, as well as to identify promising areas of research likely to contribute to understanding of current and emerging…

Compared Kennedy and Elder's (1982) Wechsler Intelligence Scale for Children (Revised) regression model with Kaufman's (1976) linear equating model. Both the Kennedy and Elder, and the Kaufman abbreviated forms attained a high degree of association, suggesting that both models are equally effective. (Author/BL)

From published data on the Wechsler subtest performance of mild and borderline mentally retarded persons, 4,304 protocols from 4,004 individuals were collated and their subtest patterns on other Wechsler instruments were compared. Results indicate that mildly retarded groups tend to score lower on subtests that better measure general intelligence.…

Results indicate that because there is not an equivalent relationship between the WISC and WAIS, classification or retardation level and prognostic formulation using these tests should be made cautiously. (Author/CB)

Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)

Because diagnostic capability of the WISC-R has remained in doubt, its diagnostic suitability was assessed by applying Kelley's method of estimating the proportion of score differences in excess of chance to the original subscales, Bannatyne clusters, and Kaufman's three factor groupings. Caution should be used when applying WISC-R diagnostically.…

The study compared differences and similarities between WISC and WISC-R scores for 48 ten- and thirteen-year-old educable mentally retarded students, who were matched according to sex and race. Results suggest that many children classified as "Borderline" or slightly above the WISC will be classified as "Mentally Deficient" by…

Seeking to compare the original Wechler Intelligence Scale (WISC) with its revised version, the WISC-R, this study compared WISC-R scores of 50 Black children with their WISC scores taken two years previously. Mean scores on the WISC-R were lower on the Verbal Scale, Performance Scale, and Full Scale. (DS)

WISC and WISC-R IQs of two groups of normal 10-year-old children from divergent socioeconomic backgrounds were compared in a counter-balanced research design. Significantly higher WISC IQs were obtained on Verbal and Full Scales of low socioeconomic group and on Performance and Full Scales of high socioeconomic group. (Author)

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 elementary students with learning disabilities. WISC-III Full Scale, Verbal, and Performance scores were lower than comparable WISC-R scores by one-third to one-half a…

The several statistical methods described for detecting test bias in terms of various internal features of a person's test performances and the test's construct validity can be applied to any groups in the population. But the evidence regarding groups other than U.S. blacks and whites is either lacking or is still too sketchy to permit any strong…