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Direct linkAlberto, Paul A.; Waugh, Rebecca E.; Fredrick, Laura D.; Davis, Dawn H. – Education and Training in Autism and Developmental Disabilities, 2013
Reviews of the research on literacy for students with moderate intellectual disability indicated that sight-word instruction continues to be their primary mode of reading instruction. Reported in this article are data supporting the Sight-Word Component of the larger Integrated Literacy Curriculum for Students with Moderate to Severe Intellectual…
Descriptors: Mental Retardation, Literacy, Reading Instruction, Sight Vocabulary
Download full textHatcher, Catherine W.; And Others – 1975
The study compared the relationships of more easily administered intelligence screening instruments with the Wechsler Intelligence Scale for Children (WISC) to determine the validity of the Peabody Picture Vocabulary Test, the Slosson Intelligence Test, and the Raven Progressive Matrices among reading disabled children. The screening measures were…
Descriptors: Comparative Testing, Elementary Education, Intelligence Tests, Reading Ability
PDF pending restorationHarber, Jean R. – 1976
A review of the literature that examined the Wechsler Intelligence Scale for Children (WISC) profiles of retarded readers indicates that the populations studied and the criteria used for selection of retarded readers varied greatly from study to study. Rather than concluding that no WISC profile exists for individual retarded readers, researchers…
Descriptors: Elementary Secondary Education, Failure, Literature Reviews, Profiles
Davis, Gale – 1973
The purpose of this research was to investigate the Wechsler Intelligence Scale for Children (WISC) subtest scores of information (IN), arithmetic (AR), digit span (DS), and coding (CO). The subjects were all of the students admitted to and remaining in the Seattle Public School District #1 Learning/Language Disability (LLD) Program since…
Descriptors: Intelligence Tests, Language Acquisition, Learning, Learning Disabilities
Williamson, Ann Pollard – 1976
Forty-eight 15-year-olds diagnosed as learning disabled by school personnel were administered the Wechsler Intelligence Scale for Children (WISC) and the Woodcock Reading Mastery Test. Analysis of results indicated that there were significant correlations among subtests of the WISC, among subtests of the Woodcock Reading Mastery Test, and between…
Descriptors: Doctoral Dissertations, Intelligence, Performance Factors, Reading Comprehension
Greer, Frances Sandra – 1972
The relationship between the Wechsler Intelligence Scale for Children (WISC) and reading in a clinic population was investigated in this study. Children in grades two through six with a WISC IQ of 80 and above were included in the study. Reading achievement was determined by the Diagnosic Reading Scales, the University of Georgia Reading Clinic…
Descriptors: Elementary Education, Reading, Reading Ability, Reading Achievement
Huelsman, Charles B., Jr. – Percept Mot Skills, 1970
Descriptors: Academic Achievement, Comparative Analysis, Grade 4, Intelligence Tests
Peer reviewedMoore, David W.; Wilson, Barry J. – Reading Research and Instruction, 1987
Evaluates the utility of the Bannatyne recategorization of WISC-R subtest scores for diagnosing and prescribing instruction for reading/learning disabled children. Concludes that the use of such scores is not warranted. (FL)
Descriptors: Elementary Education, Intelligence Tests, Learning Disabilities, Reading Diagnosis
Lyle, J. G. – Child Develop, 1969
Descriptors: Arithmetic, Cerebral Dominance, Perceptual Handicaps, Perceptual Motor Coordination
Peer reviewedDallago, Maria Lucia Lopes; Moely, Barbara E. – Journal of Experimental Child Psychology, 1980
Results indicated recall and category clustering were highest following a manipulation to produce semantic encoding of items and lowest when children focused on items' physical features. Reading disabled boys failed to organize or study as effectively as normals. The reading disabled had difficulty in spontaneously generating effective study…
Descriptors: Children, Classification, Cognitive Processes, Comparative Analysis
Searls, Evelyn F. – 1985
The revised version of this monograph serves two purposes: (1) to describe what the Wechsler Intelligence Scale for Children-Revised (WISC-R) measures with regard to reading/learning disability in the light of current findings, and (2) to summarize research with the Wechsler Intelligence Scale for Children (WISC) and WISC-R as related to…
Descriptors: Cognitive Development, Comparative Analysis, Diagnostic Tests, Educational Diagnosis
Sharp, Pat; Maring, Gerald H. – 1988
Neuropsychological research can provide a basis for learning how to interpret test data to help solve the problem of how to teach children who fail to read. Insights from brain research can be joined with diagnostic efforts and cognitive, language-based models of reading processes in order to move toward individual assessment and away from…
Descriptors: Brain, Case Studies, Diagnostic Tests, Grade 3
