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A Model Using the WISC-R to Predict Success in Programs for Gifted Students.
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Lustbert, Richard S.; And Others – Psychology in the Schools, 1990
Attempted to develop a quantitative model using the Wechsler Intelligence Scale for Children-Revised (WISC-R) that could be used to predict those students most likely to be successful in gifted education programs. Study used two phases using two groups of elementary school students (N=161). Used subtests to predict program performance of gifted…
Descriptors: Elementary Education, Elementary School Students, Gifted, Intelligence Tests
Rorschach Variables and Their Relationship to WISC-R IQ among Children Referred.
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Brooks, Clarence Rae – Psychology in the Schools, 1979
Children referred for psychological evaluation had been administered the Rorschach test and the WISC-R, among other tests, for diagnostic purposes. Significant relationships were found between groups for some variables after which prediction formulas were developed for estimates and use of verbal terminology associated with IQ levels. (Author)
Descriptors: Children, Comparative Analysis, Diagnostic Tests, Intelligence Tests
The Validity of Certain Subtests of the ITPA, WISC, and Stanford-Binet as Measures of Analogical Reasoning
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Levinson, Philip J.; Carpenter, Robert L. – Psychology in the Schools, 1975
Certain subtests of the WISC, ITPA, and Stanford-Binet are used as measures of analogical reasoning. Because several facts suggested that the form of analogy used on these subtests does not require subjects to engage in true analogical reasoning, the validity of these subtests as measures of analogical reasoning was investigated. (Author)
Descriptors: Evaluation, Intelligence Tests, Item Analysis, Measurement Techniques
A Practitioners's Comparison: The 1972 Stanford-Binet and the WISC-R
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Evans, Paul L.; Richmond, Bert O. – Psychology in the Schools, 1976
This paper compares the 1972 Norms Edition of the Stanford-Binet Intelligence Scale, Form LM, and the Weschler Intelligence Scale for Children, Revised (1974) from a practitioner's viewpoint. The instruments are compared in relation to (a) standardization data given in the manuals, (b) ease of administration and interpretation, (c) age-range…
Descriptors: Academic Achievement, Age Differences, Children, Comparative Analysis
The WISC-R as a Predictor of WRAT Performance
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Hale, Robert L. – Psychology in the Schools, 1978
Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…
Descriptors: Academic Achievement, Adolescents, Arithmetic, Children
Contribution of Teacher Ratings of Behavioral Characteristics to the Prediction of Divergent Thinking and Problem Solving.
Peer reviewed Peer reviewed
Houtz, John C.; Shaning, Dennis J. – Psychology in the Schools, 1982
Predicted divergent thinking and problem-solving performance of elementary school students from teachers' ratings of students' affective/behavioral characteristics, and from intelligence test scores. Found teachers' ratings of sensitivity to beauty, risk taking, awareness of impulses, and humor were the most frequent significant predictors in…
Descriptors: Affective Measures, Divergent Thinking, Elementary Education, Elementary School Students
Intelligence, Achievement, and Visual-Motor Performance among Learning Disabled and Emotionally Impaired Children.
Peer reviewed Peer reviewed
Fuller, Gerald B.; Goh, David S. – Psychology in the Schools, 1981
Investigated the test performance of learning disabled and emotionally impaired children to aid in identification and differentiation of the two groups. A cut off score on the WISC-R, WRAT, and MPD was established that significantly separated the groups. The best predictors of achievement varied for the two groups. (JAC)
Descriptors: Achievement Tests, Educational Diagnosis, Elementary Education, Elementary School Students
Clinically and Theoretically Derived WISC-R Subtest Regroupings: Predicting Academic Achievement in a Referral Population.
Peer reviewed Peer reviewed
Grossman, Fred M.; Galvin, Gloria A. – Psychology in the Schools, 1987
Evaluated the Wechsler Intelligence Scale for Children-Revised (WISC-R) as a tool for understanding children's learning problems. Analyzed the predictive utility of several WISC-R subtest recategorizations with regard to academic achievement for 105 children referred for psychoeducational evaluation because of classroom learning problems. Stepwise…
Descriptors: Academic Achievement, Cognitive Ability, Educational Diagnosis, Elementary School Students