Cross-validation of the factor structure of the McCarthy scales for kindergarten children

This study was designed to cross-validate the factor structure of the McCarthy Scales of Children's Abilities for children 5 to 6 1/2 years of age. A factor analysis was performed on a group of 105 children with a mean General Cognitive Index (GCI) of 115.42. The subjects ranged in age from 4–11 to 6–7 with a mean age of 5–6. The age variable was partialled from each score using multiple regression procedures. Five factors were generated, including Verbal Comprehension, Quantitative-Reasoning, Memory, Perceptual-Performance, and Motor factors. These data were subsequently compared to Kaufman's factor analytic studies with the McCarthy standardization group, and to the scale structure of the instrument. In general, the overall factor pattern of this study provides further evidence of the construct validity of the McCarthy Scales for kindergarten children.     

Longitudinal comparisons of wechsler scales in educable mentally handicapped children and adults

The change in IQ scores over an extended period of time (approximately 17 years) of subjects who had been placed in classes for the Educable Mentally Handicapped was investigated. Analysis indicated that a significant difference existed between WISC scores administered at the time of initial placement (mean age, 11–9) and WAIS scores administered at a later date (mean age, 17–6). In addition, although a difference was revealed with respect to WAIS scores when the students were divided into two groups based upon initial WISC scores (⩽70 vs. >70), it was determined that the change was in a uniform fashion over time; i.e., neither regression nor interaction effects were detected. A final analysis revealed that those students who were located for a follow-up testing approximately 10 years later (mean age 28–8) continued to show a significant increase in IQ scores. The importance placed upon IQ scores for initial placement of students in EMH programs appears to remain suspect.     

Comparison of the PPVT and PPVT-R for preschool children: Implications for the practitioner

The aim of this study was to compare the standard scores and age scores obtained from the Peabody Picture Vocabulary Test (1965) and the Revised Peabody Picture Vocabulary Test (1981). The sample included 88 preschool children who ranged in age from 2–6 to 5–11. The mean PPVT IQ score was 98.9 (SD = 16.9) and Mental Age was 55.2 months (SD = 20.1 mo.); the mean PPVT-R Standard Score Equivalent was 95.4 (SD = 13.4) and Age Equivalent was 48.5 months (SD = 14.6 mo.). The mean PPVT IQ and Mental Age scores were significantly higher (p < .01) than the respective Standard Scores and Age Equivalents. Implications for the use of the Revised PPVT are discussed.     

Northwestern Ontario Indian children and the WISC

100 Cree and Ojibwa children, ages 6–15, were administered the WISC. The mean Performance IQ (PIQ) was in the normal range at all ages; the verbal IQ (VIQ) was in the mentally deficient or dull-normal range. The PIQ-VIQ difference diminished with age. Familiarity with the English language increased VIQs but had little effect on PIQs. A significant correlation between IQs and school grades was found only for 9–10-year-olds. A comparison of Indian IQ norms with original WISC normative data is given.     

Concurrent validity of the test of nonverbal intelligence with learning disabled children

Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9–5 (SD = 1–10). The mean score of the TONI was significantly different from the Performance IQ. Nonsignificant differences were found between the TONI and Full Scale IQ and between the TONI and Verbal IQ. Correlation coefficients between the TONI and WISC-R ranged from a low of .35 for the Verbal IQ to .44 for both the Full Scale and Performance IQs. The correlation coefficients between the TONI and standard scores of the WRAT were .38, .27, and .23, for Reading, Spelling, and Arithmetic, respectively. Implications of these findings are discussed.     

How reliable are MSCA profile interpretations?

This study evaluates the reliability of profile analysis for assessing differential abilities on the McCarthy Scales for Children's Abilities (MSCA). Subjects were enrolled in private schools and ranged in age from 5–5 to 6–5. The test-retest interval ranged from 3 to 6 weeks, with a mean interval of 24 days. Results indicated 70.9% of the sample showed profile variability not reasonably accounted for as real fluctuations in measurable abilities. General application of the null hypothesis procedure for calculating statistical significance of scaled score differences as a basis for interpretive judgments is discussed.     

An investigation of WISC-R verbal-performance differences as a function of ethnic status

The Wechsler Intelligence Scale for Children-Revised was administered to 187 black, 184 Hispanic, and 184 white children aged 6–11. The Verbal-Performance (V-P) IQ discrepancies were determined for the total group and for each ethnic group. The overall mean of 10.74 was similar to the V-P discrepancy found in the WISC-R standardization sample. The Hispanic group had a significantly greater V-P split than did the black group or the white group. Implications of these results were discussed, focusing on the various cautions of using V-P discrepancies for diagnostic decision making.     

An abbreviated form of the WISC-R: Is it valid?

The completed WISC-Rs of 76 white urban children (6–0 to 15–9) were rescored utilizing the Satz and Mogel criteria for an abbreviated intelligence measure. Extremely high correlations for IQs (.96 – .98) and subtests (.66 – .95) were found. However, when mean differences between complete WISC-R and the shortened form were examined, significant differences between administrations were found. Furthermore, one-third of the subjects showed changes in intelligence classification levels when the abbreviated form was used. Thus, two of the three criteria previously suggested for a valid abbreviated intelligence test of: (a) a significantly high correlation between administration forms; (b) nonsignificant t-tests between the abbreviated and standard form mean IQ; and (c) low percentage of IQ classification change with the administration of the short form, were not met. It was concluded, however, that the abbreviated WISC-R may be appropriate when intelligence is a question relative to candidacy for therapy or as a noncritical, general indication of intelligence when IQ classification is not important and/or assessment time is limited.     

Is Reading Recovery sustainable two to four years after discontinuation?

The Reading Recovery programme has been a key early literacy intervention in many international contexts for over two decades. As a consequence, there have been numerous investigations into its efficacy for short-term gains, but only a few on long-term sustainability. This study examines the progress of 95 Year 4–6 students from seven schools in the rural hinterland of New Zealand. Standardised data were collected from students who had been successfully discontinued from Reading Recovery two to four years previously and compared them with mean performance from the same school populations. Results showed that only Year 6 students obtained the mean scores which placed them within the national average range. Our results also showed that whilst almost half of the ex-Reading Recovery students we studied, fell within the average band, 45% were classified as well below average.     

Les désorganisations de la répresentation de soi à l'entrée au collège

The self-representation of children from 4 grades were studied: 5th grade (10–11 years), 6th grade (11–12 years), 7th grade (12–13 years) and 8th grade (13–14 years). In each class, good pupils (E +) were differentiated from poor pupils (E ?). Each child was asked to assess himself on 12 attitude scales from his point of view (own image, IP), from his teacher's point of view, and from his parents' and friends' (social images assigned to others: ISM, ISP, ISC). The teachers were also asked to assess the children on the 12 scales (real image of the teacher, IRM). The coherence of self-representation is estimated by the mean variation and by the correlations between images. The results show less coherence in the self-representation of the 6th grade. This decrease is greater for the pupils E ?when it is sustained into the 7th grade. The correlations between IRM and the images produced by the pupils are positive and significant in the 6th grade only with the pupils E +. All the results are interpreted as a transcient desorganization of the child's self-representation as he enters junior high school. This desorganization is due to the pupils' difficulty, mainly pupils E ?, in understanding how they are judged and assessed.     

A longitudinal comparison of the WISC and WISC-R with special education pupils

The purpose of this study was to determine the degree of comparability between the WISC and the WISC-R over time. Hypotheses were tested using a sample of 276 mildly mentally handicapped children enrolled in special education classes who had received a WISC (Trial 1) and a WISC or WISC-R (Trial 2) after an interval of approximately three years. The sample was grouped on the basis of test administered in Trial 2. Group I contained those children who received the WISC on Trial 2 and included 183 children, of whom 121 were males and 62 were females. Mean age at time of initial testing was 8–10; mean age at second testing was 11–8. Group II was composed of 93 children who had been posttested on the WISC-R and included 72 males and 21 females. Mean age at initial testing was 9–5; mean age at posttest was 13–0. The study was conducted in five school districts and one county department of education. Verbal IQ, Performance IQ, and Full Scale IQ for both instruments administered were transcribed from the special education folders of the children. The design used to test hypotheses was repeated measures analysis of variance. Data analysis resulted in rejection of the hypotheses that the WISC-R yields mean Verbal, Performance, and Full Scale IQ scores greater than or equal to the corresponding mean IQ scores of the WISC. It was concluded that the WISC-R may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action should be taken to insure that children are evaluated for special class placement on comparable bases.     

Risk and Adversity,Parenting Quality,and Children's Social-Emotional Adjustment in Families Experiencing Homelessness

A multimethod, multi-informant design was used to examine links among sociodemographic risk, family adversity, parenting quality, and child adjustment in families experiencing homelessness. Participants were 245 homeless parents (M_age = 31.0, 63.6% African American) and their 4- to 6-year-old children (48.6% male). Path analyses revealed unique associations by risk domain: Higher sociodemographic risk predicted more externalizing behavior and poorer teacher–child relationships, whereas higher family adversity predicted more internalizing behavior. Parenting quality was positively associated with peer acceptance and buffered effects of family adversity on internalizing symptoms, consistent with a protective effect. Parenting quality was associated with lower externalizing behavior only when sociodemographic risk was below the sample mean. Implications for research and practice are discussed.     

Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success

This study modeled teacher–student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic‐diverse sample of 657 academically at‐risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1–5. Achievement was tested in Grades 1 and 6. For conflict, low‐stable (normative), low‐increasing, high‐declining, and high‐stable trajectories were found. For warmth, high‐declining (normative) and low‐increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity.     

What really matters for students’ school satisfaction in Bangladesh?

School satisfaction is the reflection of students’ comprehensive evaluation of their school experience. This study reports the level of school satisfaction among students in Grades 6 and 8 in Bangladesh to perceive and the factors that might contribute to it using a cross‐sectional research design. A 61‐item survey questionnaire was utilized to collect data. The students’ mean score on the school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale equated to a slightly positive attitude towards school. Three demographic factors including students’ academic achievement, gender, and grade level; and two school climate factors of perceived teacher–student relationship, and perceived academic support, emerged from the multiple regression analysis. The study findings are discussed from the perspective of self‐determination theory with implications for practice and avenues for future research offered.     

Assessing System Thinking Through Different Concept-Mapping Practices

System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular features of CM practices affect the valid assessment of students' system thinking. The particular features analysed were the medium (computer versus paper–pencil) and the directedness (highly directed versus nondirected) of CM practices. These features were evaluated with respect to their influence on (a) students' performance in CM and (b) the validity of different CM practices for system thinking. One hundred fifty-four German fourth graders (mean age: 9.95 years) and 93 eighth graders (mean age: 14.07 years) participated in the study following an experimental pre-test–post-test design. Three variations of CM practices were applied: (a) highly directed computer mapping, (b) highly directed paper–pencil mapping, and (c) nondirected paper–pencil mapping. In addition to the CM task, a paper–pencil questionnaire was employed to investigate the validity of the CM practices. Results showed that the computer positively influenced student performance in CM when compared with paper–pencil. By contrast, there was no difference between highly directed and nondirected mapping. Whereas the medium rarely influenced the validity of CM for system thinking, high directedness showed a positive influence. Considering the limitations and benefits of particular CM practices, we suggest highly directed and computer-based CM as an appropriate assessment tool—in particular, with regard to large-scale assessments of system thinking.     

Home literacy,television viewing,fidgeting and ADHD in young children

Factors related to parent ratings of young children’s (mean age = 3.72, range = 3–6) fidgeting and reports of attention-deficit hyperactivity disorder (ADHD) were examined in a nationally representative sample of US families via the National Household Education Surveys. In structural equation models, the number of television hours viewed daily was associated with more fidgeting (a sign of hyperactivity), which, in turn, was related to ADHD, when controlling for race/ethnicity, SES, family structure, autism, emotional disturbance and gender. The home literacy environment (shared reading, children’s books and library visits) was negatively associated with both fidgeting and hours of television. Home literacy was indirectly negatively related with ADHD via fidgeting. Boys and children with autism fidgeted more frequently, where as children from two-parent families were less likely to have ADHD. Overworked parents allowed more television viewing than other parents. The implications for future studies involving television viewing, home literacy, attention and hyperactivity are discussed.     

A Comparison of Diagonal Weighted Least Squares Robust Estimation Techniques for Ordinal Data

This study compared diagonal weighted least squares robust estimation techniques available in 2 popular statistical programs: diagonal weighted least squares (DWLS; LISREL version 8.80) and weighted least squares–mean (WLSM) and weighted least squares—mean and variance adjusted (WLSMV; Mplus version 6.11). A 20-item confirmatory factor analysis was estimated using item-level ordered categorical data. Three different nonnormality conditions were applied to 2- to 7-category data with sample sizes of 200, 400, and 800. Convergence problems were seen with nonnormal data when DWLS was used with few categories. Both DWLS and WLSMV produced accurate parameter estimates; however, bias in standard errors of parameter estimates was extreme for select conditions when nonnormal data were present. The robust estimators generally reported acceptable model–data fit, unless few categories were used with nonnormal data at smaller sample sizes; WLSMV yielded better fit than WLSM for most indices.     

‘I like playing on my trampoline; it makes me feel alive.’ Valuing physical activity: perceptions and meanings for children and implications for primary schools

This study investigated perceptions that children aged 6–10 years (n?=?83) have of what it means to be physically active. Ideographic research was conducted utilising drawings and interviews to understand values that are placed on participating in physical activity (PA). The article questions the idea that whilst it may be commonly accepted by academics that there is a need to be active for health, little research has considered what this may actually mean for the child. Drawing on Bourdieu, the article utilises key concepts within the analysis of ‘capital' to frame an understanding of how children experience PA. Findings suggest that central to children's experiences is the place of social interaction and reciprocation. The article investigated the production and transference of forms of capital: physical, cultural and social. The potential for such concepts to be exploited by schools is discussed with reference to physical education and opportunities offered during free play.