| Abstract: | The purpose of this study was determine whether or not the method of presentation chosen by the examiner (live voice vs. taped) affects a child's score on both the Blending and Memory for Sentences subtests of the Woodcock-Johnson Psycho-Educational Battery. Subjects were 60 young children (mean age=8-3) and 60 older children (mean age=13-4) from a rural county school population. There were 30 black and 30 white children within each age group, and 15 children from each age and racial group were randomly assigned to one of two experimental conditions (live voice vs. taped presentation of subtests). For both subtests, there were significant main effects for presentation condition, racial group, and age level. There were no significant interactions. The overall pattern of results indicated that live voice presentation benefitted black and white children of both age levels in their scores on both subtests. |
