Sixteen students (6-26 years old) with developmental dyslexia or hyperactivity and 16 controls were administered the Peabody Picture Vocabulary Test (PPVT) and the Revised test (PPVT-R). Increased numbers of perceptually loaded plates accounted for a decrease in IQ scores for dyslexic hyperactive Ss on the revised test. (CL)

A survey of 87 gifted programs, identified as outstanding by 36 State Departments of Education, indicated such results as that achievement tests, and not recommended behavioral procedures, were used to ascertain giftedness in 82 percent of programs. (MC)

The Kaufman Assessment Battery for Children's (K-ABC) systematic effort to achieve fairness for minorities and exceptional children in the assessment process is appealing, but potential for abuse is real. As the K-ABC has reduced the black/white IQ discrepancy, it should have a positive and stimulating effect on this persistent issue in…

A study conducted with kindergarten and elementary school children showed that Piagetian tasks which measured seriation, conservation, and multiple classification were equal or superior to traditional intelligence tests in predicting number language, number line comprehension, and verbal arithmetic. (GC)

The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. Results revealed a curvilinear relation between total average deviation and Stanford-Binet intelligence scores. Use of average deviation as an index of…

Scores on the Wechsler Individual Achievement Test (WIAT), the Diagnostic Achievement Battery (DAB-2) and the Wechsler Intelligence Scale for Children (WISC-III), were compared for 58 students assessed for placement in exceptional education. Primary questions concerned (a) the relationships among WIAT, DAB-2, and WISC-III scores, (b) similarities…

It is generally recognized that a positive relationship exists between language ability and mental ability as measured by a standard intelligence test. The relationship has been suspect, however, since the understanding and use of words play so large a part in many of the intelligence tests. The question has been raised of whether a child earns a…

School psychologists were surveyed as to their perceptions and opinions of the fourth edition of the Stanford-Binet Intelligence Scale. Responses were received from 97 of the 200 psychologists surveyed, for a response rate of 48.5%. The survey indicated that the majority of school psychologists need additional training in administering, scoring,…

This document consists of articles 23 through 26 published in the electronic journal "Practical Assessment, Research & Evaluation" in 2001: (23) "Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance" (Jennifer Mullane and Stuart J. McKelvie); (24) "Consequences of (Mis)use of the Texas Assessment of…

This paper reviews what is known about intelligence and the use of intelligence tests. Environmental and hereditary factors that affect performance on intelligence tests are reviewed, along with various theories that have been proposed about the basis of intelligence. Intelligence tests do not test intelligence per se but make inferences about a…

The primary goal of this study was to investigate the underlying structure of the Differential Ability Scales (DAS) using Exploratory Principal Axis Factoring (PAF) with 62 nonclinical preschoolers. While previous factor analyses of the DAS Core subtests revealed the derivation of two distinct factors, the current results revealed only one factor,…

There was widespread initial interest and use of intelligence tests in the schools immediately after World War I; this interest is reflected in the fact that "Reader's Guide to Periodic Literature" indexed nearly 300 articles on intelligence tests in the 5-year period from 1919-1924 alone. The history of intelligence testing and the…

The present study reports two investigations; the first concerning the relationship between WISC verbal-performance IQ discrepancy and reading and spelling retardation, the second representing an analysis of the spelling errors made by these children. (Author)

The purpose of the present report was to evaluate, through a critical review of the relevant literature, the technical characteristics of intellective tests which were in frequent use in Alberta elementary schools. (Author)