The relationship between the WISC-R and WRAT-R for a sample of rural referred children

WISC-R Verbal and Performance IQ scores obtained from a sample of 124 referred children were correlated with WRAT-R achievement scores. The Verbal IQ was found to predict Reading, Spelling, and Arithmetic. The Performance IQ did not add significantly to the predictions. The results were consistent with earlier studies that examined the relationship of the WISC-R to the WRAT.     

A comparison between the WISC and WISC-R among a clinical referred population

This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. The differences among scores and among variances were also computed for the two tests. Fifty-eight subjects from a clinical referred population were studied, including children classified as EMR, Learning Disabled, Emotionally Disturbed, and children in regular classrooms. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in this sample, except the EMRs.     

Recategorized WISC-R score patterns of older and younger referred Tlingit Indian children

This study investigated patterns of Bannatyne's recategorized WISC-R scores of 146 predominantly Tlingit Indian children who were referred for psychoeducational testing. The students were divided into two groups, ages 6 through 10 and 11 through 16, in order to investigate patterns that occurred at each level and to investigate the proportions that exhibited a typically “Indian” pattern: Spatial > Sequential > Conceptual and Acquired Knowledge. As a group, the older children displayed an Indian pattern, but the younger children displayed a different one: Spatial > Conceptual and Sequential > Acquired Knowledge. Both groups, however, displayed a significantly greater proportion of children with an Indian pattern than would be expected by chance. A considerable number of individuals from both groups attained significant differences among scores in the Indian direction.     

WISC,WISC-R,S-B L&M,WRAT: Relationships and trends among children ages six to ten referred for psychological evaluation

Thirty children ages 6-10 were selected who had been referred for psychological evaluation from the public schools. WISC-R was significantly lower than WISC FS IQs and similar to S-B L&M IQs (1972). Each scale predicts reading, spelling, and achievement in a significant manner. The use of the WISC-R over the WISC will rosult in greater numbers of children being classified as retarded.     

The diagnostic utility of Bannatyne's recategorized WISC-R scores with children referred to a developmental evaluation center

The diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center was evaluated. The results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general and for the pattern spatial 〉conceptual〉sequential in particular. The findings are discussed in terms of the caution necessary regarding the empirical basis for diagnostic inferences and the need for replication and/or evaluation of other potential measures with well-defined clinical groups.     

Further investigation of comparability of the WISC-R and PPVT-R for children and youth referred for psychological services

Comparisons of the WISC-R and PPVT-R were made with 37 students (25 boys, 12 girls). Pearson product moments (r) and two-tail f-tests were employed in the data analysis. The sample ranged in age from 6-2 to 14-6, with a mean age of 10-1, and SD=2.6. There were no significant differences between the WISC-R IQs and PPVT-R standard scores. The PPVT-R did not correlate significantly with the WISC-R IQ scales.     

Correlations between WISC-R subtests and verbal,performance, and full scale IQ scores for minority group children

The relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product-moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between these rs were large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, the rs ranged from.54 between Coding and the Performance IQ up to.72 for Object Assembly.     

Comparability of WISC-R and WAIS IQ scores in educable mentally handicapped adolescents

The WISC-R and WAIS were administered to 30 16-year-old EMH students in a test-retest design to distribute practice effects. The average interval between administrations was approximately 37 days. Results from t-tests of significance of difference between the means were obtained for the total group and for two subgroups, one receiving the WISC-R first and one the WAIS first. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for all groups.     

WISC-R verbal and performance abilities of native american students referred for school learning problems

This study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC-R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhan dicapped (NH) (N = 113), educationally disadvantaged.(ED) (N = 189), and learning disabled (LD) (N = 150). NH group means on all WISC-R variables were significantly higher than the LD group means. The ED and the LD group means were similar on the verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The NH group demonstrated intellectual abilities and deficits similar to those reported for other primary-grade Navajo children who had not been referred for suspected handicapping conditions.     

Correlations among the WISC-R,PIAT, and DAM

The WISC-R, PIAT, and DAM were examined to ascertain relationships among the three instruments. Moderate to high correlations were found when PIAT scores were compared to WISC-Rg iqs, while DAM standard scores correlated moderately with PIAT and WISC-R scores. Correlations indicate that information yielded by the PIAT may be obtained through WISC-R results, while the DAM may be tapping other abilities not adequately assessed by either of the other two measures.     

WISC-R factor structures among White,Mexican American,and African American children: A research note

The factor structure for the Wechsler Intelligence Scale for Children-Revised (WISC-R) was investigated for White (n = 183), Mexican American (n = 129), and African American (n = 139) nonreferred school-age children (6.8 to 14.6 years) of low-to middle-class socioeconomic background. Exploratory and confirmatory factor analyses were performed. The WISC-R factor structure model tested was Kaufman's (1975) three-factor solution that consisted of Verbal Comprehension (VC, Factor 1), Perceptual Organization (PO, Factor 2), and Freedom from Distractibility (FD, Factor 3). The results of the exploratory analyses showed Kaufman's three-factor solution for the three ethnic groups, but the order of Factor 2 and Factor 3 was reversed for the Mexican American and African American samples—thus raising questions about the comparability of the WISC-R factor structure across groups. The confirmatory analyses, which used the orthogonal nested factors approach by Gustafsson and Balke (1993), resulted in a model (for each of the ethnic groups) in which a G factor explained most of the variance (followed by the nested first-order factors—VC, PO, and FD). The results of the confirmatory analyses provide some support for David Wechsler's (1974) original intentions that the WISC-R structure is best described as having a general, or global, factor. © 1997 John Wiley & Sons, Inc.     

Hierarchial relationships among formal cognitive structures and their relationship to principled moral reasoning

Measurements of formal reasoning and principled moral reasoning ability were obtained from a sample of 99 tenth grade students. Specific modes of formal reasoning (proportional reasoning, controlling variables, probabilistic, correlational, and combinatorial reasoning) were first examined. Findings support the notion of hierarchical relationships which exist among those variables. Further results from factor analysis provide evidence that the variables represent specific cognitive structures that are interdependent with each other and precede operations in development. Finally, significant relationships were found to exist between the different modes of formal reasoning and principled moral reasoning. Combinatorial and correlational reasoning were found to significantly account for 22% of the variance in principled moral reasoning. Theoretical and educational implications are discussed.     

The relationship between the WISC-III and the WRAT3 in a sample of rural referred children

The purpose of the present study was to examine the relationship between the Wechsler Intelligence Test for Children-III and the Wide Range Achievement Test, 3rd Edition. The study investigated the scores of 37 children in a rural Arkansas school district who were referred for evaluation because of academic difficulties. The children ranged in age from 6 to 16 years and included 35 Whites and 2 Blacks, with 22 males and 15 females. The findings indicated that the WRAT3 correlations with the WISC-III ranged from .42 to .66. These findings are consistent with others on the general correlations between IQ and achievement test scores.     

Comparison of SIT and WISC-R IQs among special education candidates

The validity of the SIT was investiagated with 50 public school children in Grades 1 through 4; the WISC-R served as the congruent validating criterion. The SIT correlated significantly with the WISC-R and overestimated the WISC-R IQs. Statistical data for sexual and racial stratifications were also given.     

Sex differences on the WISC-R for retarded children and youth

This study investigated sex differences on the WISC-R subtests for retarded males and females who were matched in terms of WISC-R Full Scale IQs. The sample consisted of 126 children and youth (63 females, 63 males) ranging in chronological age from 7–3 to 8–3, with a mean CA of 7–8. Each subject was matched in terms of Full Scale IQ score. A 2 × 10 analysis of variance with repeated measures on a single factor was used to analyze the data. Students' T and Fisher's F ratios were calculated, and differences between subtest means were analyzed by Newman-Keuls test for sample effects. Evidence from the investigation indicated that a significant interaction effect existed between sex and subtest scores.     

Comparison of California Test of Mental Maturity and WISC-R IQs among children suspected of being EMR or LD

The California Test of Mental Maturity, Short Form (CTMM-SF) and the WISC-R were compared in a sample of black and white children, ages 6-8 to 15-2 years, referred for learning problems. A 2 × 2 mixed ANOVA (Ethnicity and Test) indicated that ethnicity was the only significant effect, with black children obtaining lower scores than white children. All correlations between the two tests were significant, although they were higher for white children than for black children. The results indicate that the CTMM-SF has adequate criterion-related validity.     

Recategorized WISC-R scores of learning disabled children and differential diagnosis

This study analyzed WISC-R profiles along a three-factor approach (Spatial; Verbal-Comprehensive; Attention-Concentration), as suggested by Bannatyne (1968) for purposes of differential diagnosis. The WISC-R profiles of 278 school-verified learning disabled children were compared to those of four other groups: Educable Mentally Impaired (N = 141), Emotionally Impaired (N = 67), Otherwise Impaired (N = 61), and Nonimpaired (N = 294). The total sample was drawn from the State of Michigan public schools. Statistically significant differences were found between the learning disabled group and the other four groups on WISC-R subtest scores. Further analysis revealed that 36% of the learning disabled and 32% of normal children exhibited this WISC-R profile. Analysis of WISC-R profiles of Spatial→Verbal→Attention was not useful in differential diagnosis among the five groups. The results are discussed in terms of the limited utility of a three-factor analysis of WISC-R subtest scores for the purpose of differential diagnosis.     

Relationship between PPVT and WISC-R in children with reading disabilities

The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children.