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ERIC Number: ED060156
Record Type: Non-Journal
Publication Date: 1971-Nov
Pages: 13
Abstractor: N/A
Reference Count: N/A
Cognitive Test Performance of Spanish-American Primary-school Children: A Longitudinal Study. Final Report.
Killian, L. R.
A twenty-six-month follow-up study was made of 75 Anglo- and Spanish-American primary school children who were examined on the Wechsler Intelligence Scale for Children, the Illinois Test of Psycholinguistic Abilities, and the Bender Visual-Motor Gestalt Test in order to determine the specific cognitive deficits which might account for the poor school performance of Spanish-American school children. After three years of schooling the children were found to be deficient in verbal comprehension but have no deficits in short-term memory, arithmetic, or perceptual organization. Bilingualism does not appear to be as important as ethnic status. There is some support for treating Spanish-American children as a single group. If they are to be subdivided, it is probably more important to consider the whole complex of variables making up the ethnic class rather than just bilingualism. Remedial efforts in the cognitive area with third and fourth grade Spanish-American children should concentrate upon vocabulary, general information, verbal analogies, experience with a wide range of social situations and their corresponding rules, verbal classifying procedures, and grammatical form. (Author/LM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Kent State Univ., OH.
Identifiers - Assessments and Surveys: Illinois Test of Psycholinguistic Abilities; Bender Visual Motor Gestalt Test; Wechsler Intelligence Scale for Children