NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1094643
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0305-5698
The Effect of Poverty on the Verbal Scores of Gifted Students
Kaya, Fatih; Stough, Laura M.; Juntune, Joyce
Educational Studies, v42 n1 p85-97 2016
A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). The Otis-Lennon School Ability Test, Eighth Edition and the Stanford Achievement Test-Tenth Edition were used to collect student data. Results of a MANOVA showed a statistically significant difference between the verbal scores of the two groups, with low-income students scoring significantly lower. A large effect size for the multivariate main effect of income level on verbal intelligence and verbal achievement scores was found (?[superscript 2] = 0.19). The existence of verbal-nonverbal score discrepancy in low-income students questions the practice of using only nonverbal or nonverbal parts of an IQ test to identify and place students in gifted programmes. These results also underscore the need to nurture underdeveloped verbal abilities when they occur in low-income students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Otis Lennon School Ability Test; Stanford Achievement Tests