NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Predictive Ability of the SB5 Gifted Composite versus the Full-Scale IQ among Children Referred for Gifted Evaluations
Peer reviewed Peer reviewed
Direct linkDirect link
McGowan, Mark R.; Holtzman, Dean R.; Coyne, Thomas B.; Miles, Kristina L. – Roeper Review, 2016
This study examined the utility of the Gifted Composite (GC) formula derived from selected subtests on the "Stanford-Binet Intelligence Scales, Fifth Edition" (SB5) for evaluating intellectual giftedness. A sample of 52 children were administered both the SB5 and "Woodcock-Johnson Tests of Achievement, Third Edition" (WJ-III…
Descriptors: Talent Identification, Intelligence Tests, Cognitive Ability, Achievement Tests
Cognitive Predictors of Reading and Math Achievement among Gifted Referrals
Peer reviewed Peer reviewed
Direct linkDirect link
Rowe, Ellen W.; Miller, Cristin; Ebenstein, Lauren A.; Thompson, Dawna F. – School Psychology Quarterly, 2012
This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students…
Descriptors: Gifted, Intelligence, Mathematics Achievement, Measures (Individuals)
Higher Order Language Competence and Adolescent Mental Health
Peer reviewed Peer reviewed
Direct linkDirect link
Cohen, Nancy J.; Farnia, Fataneh; Im-Bolter, Nancie – Journal of Child Psychology and Psychiatry, 2013
Background: Clinic and community-based epidemiological studies have shown an association between child psychopathology and language impairment. The demands on language for social and academic adjustment shift dramatically during adolescence and the ability to understand the nonliteral meaning in language represented by higher order language…
Descriptors: Adolescents, Mental Health, Language Impairments, Children
Subtyping of Children with Developmental Dyslexia via Bootstrap Aggregated Clustering and the Gap Statistic: Comparison with the Double-Deficit Hypothesis
Peer reviewed Peer reviewed
Direct linkDirect link
King, Wayne M.; Giess, Sally A.; Lombardino, Linda J. – International Journal of Language & Communication Disorders, 2007
Background: The marked degree of heterogeneity in persons with developmental dyslexia has motivated the investigation of possible subtypes. Attempts have proceeded both from theoretical models of reading and the application of unsupervised learning (clustering) methods. Previous cluster analyses of data obtained from persons with reading…
Descriptors: Statistical Analysis, Reading Difficulties, Models, Databases
Identification of Gifted and Accelerated Hispanic Students.
Peer reviewed Peer reviewed
Ortiz, Vincente; Volkoff, William – Journal for the Education of the Gifted, 1987
Sixty-five Hispanic students (average age 9.9 years) were evaluated for placement in a gifted/accelerated program. Of the five standardized tests administered, the Wechsler Intelligence Scale for Children (Revised) identified the highest proportion of gifted/accelerated students; the Otis-Lennon School Ability Test and reading achievement scores…
Descriptors: Acceleration (Education), Elementary Education, Evaluation Methods, Gifted