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Greathouse, Dan; Shaughnessy, Michael F. – Journal of Psychoeducational Assessment, 2016
Whenever a major intelligence or achievement test is revised, there is always renewed interest in the underlying structure of the test as well as a renewed interest in the scoring, administration, and interpretation changes. In this interview, Amy Gabel discusses the most recent revision of the "Wechsler Intelligence Scale for Children-Fifth…
Descriptors: Children, Intelligence Tests, Test Use, Test Validity
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Reynolds, Cecil R. – School Psychology Review, 1981
The importance of neuropsychological paradigms of higher order human information processing in providing remedial services to learning-problem children and in providing a guide to the habilitation of learning for all children is explained. The conceptual requirements of such models as well as their implementation are described. (Author/AL)
Descriptors: Aptitude Treatment Interaction, Cognitive Style, Diagnostic Tests, Elementary Secondary Education
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Shepard, Lorrie – Educational Measurement: Issues and Practice, 1983
Technical problems in the assessment of learning disabilities (LD) are only a small part of the problems leading to the misidentification of children in this category of handicap. Given all the other motives and purposes served by labeling a child LD in school, apparently sound measurement advice may actually do more harm than good. (LC)
Descriptors: Disability Identification, Educational Diagnosis, Educational Policy, Elementary Secondary Education
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Dean, Raymond D. – Journal of Consulting and Clinical Psychology, 1984
Contends that a recent examination of this author's research by Coolidge (1983) regarding distinguishing between learning-disabled and emotionally disturbed children ignored level and dispersion of subtests and belied the original multivariate logic of group discrimination. Discussed the comparative deficit in perceptual organization for…
Descriptors: Children, Diagnostic Tests, Educational Diagnosis, Elementary Secondary Education
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Howard, Douglas P. – Journal of Multilingual and Multicultural Development, 1982
Believes extra attention must be focused on language and cultural differences in preparing Individualized Educational Programs. Reports observations from working with Spanish speaking exceptional children in Costa Rica. Describes pilot study conducted to attempt to discover problems associated with administration of Wechsler Intelligence Scale for…
Descriptors: Cultural Differences, Diagnostic Tests, Exceptional Child Research, Spanish Speaking
Dwyer, Kevin P. – Learning Disabilities: An Interdisciplinary Journal, 1982
Role of school psychologists in diagnosis of specific learning disability is described. Discusses problems of definition, misidentification, and overidentification and assessment of general intelligence, achievement, perceptual motor coordination, and personality. A model for screening, assessment, and the team evaluation process is discussed, and…
Descriptors: Achievement Tests, Clinical Diagnosis, Diagnostic Tests, Disability Identification
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Lawson, J. S.; Inglis, James – Learning Disability Quarterly, 1987
As part of a continuing dialog concerning the validity of a meta-analysis of 94 studies suggesting that there is a lack of any distinctive pattern in the Wechsler Intelligence Scale for Children (Revised) profiles for learning disabled children, this article maintains the view that such differences do exist. (DB)
Descriptors: Elementary Secondary Education, Handicap Identification, Intelligence Tests, Learning Disabilities
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Naglieri, Jack A.; And Others – Psychology in the Schools, 1982
Critiqued Zarske, Moore and Petersen's article examining the factor structure of the WISC-R as a measure of general intelligence for learning disabled children. Suggests this conclusion doesn't follow from the factor analytic data. Presents the response of Zarske, Moore and Petersen. (Author/RC)
Descriptors: Children, Elementary Education, English (Second Language), Identification
Miller, Maurice; Walker, Kenneth P. – Exceptional Child, 1981
The review cites methodological and statistical flaws in studies attempting to identify subtest patterns on the Wechsler Intelligence Scale for Children-Revised indicative of learning disabilities (LD) and concludes that no LD pattern has been found and the search for such a pattern is not justified. (Author/CL)
Descriptors: Disability Identification, Learning Disabilities, Profiles, Scores
Browne, Dauna B. – 1986
This paper summarizes research on learning styles, then examines the cognitive style of Native American primary school students. Five theories of cognitive style (Dunn and Dunn, Gregorc, Kagan, Witkin, and Cohen) are examined along with the test instruments these theories have fostered. A sixth concept of cognitive style, brain hemispheric…
Descriptors: American Indian Culture, Brain Hemisphere Functions, Cognitive Style, Early Childhood Education
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Atkinson, Leslie – Psychology in the Schools, 1992
Discusses Bauman's (1991) evaluation of stability of Wechsler Intelligence Scale for Children (Revised) IQs in children with learning difficulties. Argues that some procedures produced magnified estimates of instability. Presents reanalysis of data that suggests that, although stability coefficients were high, approximately 25 percent of sample…
Descriptors: Evaluation Problems, Foreign Countries, Intelligence Tests, Scores
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Miller, Maurice – Journal of Learning Disabilities, 1980
The author discusses conclusions presented in two artcles by H. Vance et al. titled "Determining WISC-R (Wechsler Intelligence Scale for Children-Revised) Profiles for Reading Disabled Children" and "Developing Remedial Hypotheses from Ability Profiles." The validity of five distinct WISC-R profiles for reading disabled…
Descriptors: Elementary Education, Intelligence Tests, Reading Difficulties, Research Methodology
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Hishinuma, Earl S. – Journal of Learning Disabilities, 1995
This article addresses the need for guidelines for accommodating students with disabilities on the Wechsler Intelligence Scale for Children--Third Edition. Urged are guidelines concerning: initial selection of tests to administer; modifications in administration; and interpretation and reporting of results. Guidelines should be based on student…
Descriptors: Disabilities, Elementary Secondary Education, Guidelines, Intelligence Tests