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Interpreter and Spanish Administration Effects on the WISC Performance on Mexican-American Children.
Peer reviewedSwanson, Elinor N.; Deblassie, Richard R. – Journal of School Psychology, 1979
A study was conducted to ascertain whether use of an interpreter and/or a regular examiner in administering the WISC would affect test results of a group of Mexican-American children. Spanish administration of some scales of the performance test are likely to elicit optimum performance. (Author)
Descriptors: Comparative Testing, Elementary Education, Mexican Americans, Psychological Testing
Peer reviewedLombard, Thomas J.; Harney, Bernard J. – Perceptual and Motor Skills, 1977
Descriptors: Auditory Perception, Comparative Testing, Elementary Education, Ethnic Groups
Peer reviewedValencia, Richard R. – Psychology in the Schools, 1983
Examined the stability of the McCarthy Scales of Children's Abilities for a sample of 42 English-speaking and 42 Spanish-speaking Mexican-American preschoolers. The subjects were retested after one year. Concluded that the McCarthy is a relatively stable instrument for English-speaking Mexican-American children. (Author)
Descriptors: Cohort Analysis, Comparative Testing, Culture Fair Tests, Mexican Americans
Download full textPryor, Guy C. – 1967
A comparison of achievement and personal adjustment of Spanish-speaking students in an experimental bilingual school environment at the first grade level was the purpose of the Harlandale instructional project. This evaluation report presents comparative data from the testing program used to establish the effectiveness of bilingual education when…
Descriptors: Bilingual Students, Bilingualism, Comparative Testing, Data Analysis
