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1.
Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated, as well as the K-BIT's accuracy as a predictor of WISC-III scores, in a sample of young children with reading disabilities. The two measures were administered to 65 children from Atlanta, Boston, and Toronto who ranged from 6-5 to 7-11 years of age at testing. Correlations between the verbal, nonverbal, and composite scales of the K-BIT and WISC-III were .60, .48, and .63, respectively. Mean K-BIT scores ranged from 1.2 to 5.0 points higher than the corresponding WISC-III scores. Standard errors of estimation ranged from 10.0 to 12.3 points. In individual cases, K-BIT scores can underestimate or overestimate WISC-III scores by as much as 25 points. Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading disabilities if IQ scores are required.  相似文献   

2.
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing.  相似文献   

3.
Abstract

The purposes of this study were: (a) to check the validity of the Peabody Picture Vocabulary Test (PPVT) and the Ammons (1) Quick Test (QT) against the Wechsler Intelligence Scale for Children (WISC); (b) to examine the interrelationship of scores on the Gray Oral Reading Test, Spache’s Diagnostic Reading Scales, and an informal reading inventory; and (c) to examine the consistency of discrepancy scores used to classify students as non-disabled, disabled, and seriously disabled readers. It was found that both the PPVT and the QT were significantly related to the WISC, but some group comparisons and many individual scores varied greatly. The tests of reading performance were also highly vulnerable. Therefore, the discrepancy scores between potential and performance, as measured by these instruments, were not consistent. The authors submit that the whole idea of assigning students to various types of reading programs on the basis of their discrepancy scores is open to serious question.  相似文献   

4.
Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information.  相似文献   

5.
The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness.  相似文献   

6.
We reviewed the records of 42 consecutive cases of children with Tourette Syndrome (TS) who had IQs above 70, and contrasted the reading, reading comprehension, math, and spelling quotients with IQ scores to determine how many would meet criteria for a learning disability. The mean IQ of the 35 males and 7 females was 94.4 and was higher than the mean math score (82.8), spelling score (90.4), reading score (87.4), and reading comprehension score (85.3). Using a 1.5 standard deviation discrepancy, 51% met criteria for learning disability in at least one academic area; 21% had a 2-standard-deviation discrepancy. Children with TS frequently have learning disabilities, and assessment of academic achievement should be a routine aspect in the evaluation of such children.  相似文献   

7.
Three Wechsler scales (the Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, and Wechsler-Bellevue II) were administered in a counterbalanced design to 72 randomly selected 17 year-old high school Ss in order to investigate their comparability by testing the equality of ( a ) means, ( b ) variances, ( c ) reliability coefficients, and ( d ) validity coefficients based on scaled scores and IQs. Results indicated that the subtest scores and IQs for the given three scales were not equivalent. The present findings conform with most of the previous results regarding the comparability of Wechsler scales. Although the three scales investigated all evidence high similarity of item content and format, they clearly fail to meet the statistical criteria of equivalence for 17 year-old subjects.  相似文献   

8.
This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on measures of vocabulary, math, spelling, and specific cognitive process related to naming speed, phonological processing, and verbal memory. The results also showed that adults with high verbal IQs (scores > 100) but low word recognition standard scores (< 90) yielded greater deficits related to their average reading counterparts when compared to studies that included adults with RD with verbal IQ and reading scores in the same low range. Implications of the findings related to assessment and intervention are discussed.  相似文献   

9.
Because of the Flynn effect, IQ scores rise as a test norm ages but drop on the introduction of a newly revised test norm. The purpose of the current study was to determine the impact of the Flynn effect on learning disability (LD) diagnoses, the most prevalent special education diagnosis in the United States. Using a longitudinal sample of 875 school children who were initially diagnosed with LD on the Wechsler Intelligence Scale for Children-Revised (WISC-R), children experienced a significant decline in IQ when retested on the third edition of the WISC (WISC-III) compared to peers who were tested on the WISC-R twice. Furthermore, results from logistic regression analyses revealed that the probability of a rediagnosis of LD on reevaluation significantly decreased, in part, because of this decline on the WISC-III. These results are discussed in terms of their implications for both basic research and educational policy.  相似文献   

10.
The degree of WISC-III intersubtest scatter was normal and similar for 66 children with LD and 51 children without LD, but the pattern of scores differed. In the 8- to 16-year-old sample, children with LD scored lower on the Freedom from Distractibility Index relative to FSIQ than children without LD. This difference was found in both the ADHD and nonADHD subgroups, suggesting that children with LD may have an attention deficit even if they do not meet the diagnostic criteria for ADHD. The CAD profile was evident in the mean scores for both the LD/ADHD and LD/nonADHD subgroups, but it was not found among the lowest subtest scores for any of the nonLD subgroups. Though WISC-III profile types were apparent in LD group data, only a minority of individual children with LD actually had these profiles. In the 6- and 7-year-old group, children with and without LD were indistinguishable on the WISC-III, which may reflect the difficulty of ruling out LD at this young age. © 1998 John Wiley & Sons, Inc.  相似文献   

11.
This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children-Revised (< 80; 81-90; 91-109; 110-140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual-orthographic as opposed to phonological processing in English.  相似文献   

12.
The reading levels and reading strategies of 43 children with genetic dyslexia, right-hemisphere lesions/dysfunction, and left-hemisphere lesions/dysfunction were retrospectively compared. Age and IQ were comparable. Only children who had a verbal or performance IQ over 90 were included in the study. Although the genetic dyslexics had a significantly higher Full Scale IQ than the other two groups, their reading level was significantly lower. This suggests that a disturbance of the normal processes of neuronal migration during fetal development may have profound effects on specific cognitive processes, without affecting others. In contrast, 50 percent of the boys with left-hemisphere deficits were disabled readers. One-third of the boys with right-hemisphere deficits were also poor readers. With one exception, the girls, who had comparable deficits, were good readers. A comparison was made between the groups in terms of reading strategies and patterns of errors.  相似文献   

13.
This paper assesses the value that can be put on the reading (National Curriculum En 2) Standard Assessment Task scores as indicators of what children are achieving in reading and whether reading standards are rising. The results of a cross-sectional study of a sample of all the Year 2 children (171 in 1991; 171 in 1992) from five randomly selected primary schools within one Local Education Authority (LEA) are presented. Pupils’ scores on The Primary Reading Test (PRT) (France, 1981) and the reading Standard Assessment Task score elicited by them in the previous half term are compared. Results show an improvement in the attainment level of children in 1992 compared to those in 1991 on Standard Assessment Tasks with a higher percentage achieving Level 3 and fewer on Level 1. However, examination of the means for each year group indicates that the mean PRT score for each Standard Assessment Task level is significantly lower in 1992 than 1991. Conclusions, based on such a small study, are tentative. However, it would seem that there is a need to view apparently rising standards, as measured solely by the Standard Assessment Task results, with a degree of caution.  相似文献   

14.
This study addressed the issue of specificity in reading disability by comparing two approaches to defining and selecting children with reading disabilities. One approach defined reading disability according to cutoff scores representing appropriate levels of intelligence and reading deficiency, whereas the other approach adjusted these scores for their intercorrelation through regression procedures. Results revealed clear differences in which children were identified as reading disabled according to the two definitions. However, differences in neuropsychological performance between children whose reading scores were discrepant or not discrepant with IQ were small and nonspecific for both definitions. The results of this study show that children identified as reading disabled vary according to the definition employed; at this point, there is little evidence suggesting any specificity of reading disability according to definition.  相似文献   

15.
Although it is well know that learning disabled children tend to perform more poorly than normally achieving children on most memory tasks, the basis of this poor performance remains unclear. Recently, evidence has been accumulating which suggests that disabled children have difficulty with the basic processes of storage and retrieval. The purpose of the present research was to investigate this hypothesis using a recently developed model of memory that provides a factoring procedure for measuring storage and retrieval processes. In particular, we were interested in localizing the source of the development of ability differences in organized recall in early (grade 2) and later (grade 6) elementary school. All of the 600 children who participated had measured IQs in the 97–107 range; however, the disabled students were at least 1 year behind in either reading or arithmetic but not both. All of the children learned a 16-item list that was either unrelated or categorized using either a free or cued recall procedure. The results indicated that while ability differences were present at storage and retrieval, differences tended to be larger at retrieval than at storage, on categorized rather than on uncategorized lists, and in the cued rather than in the free recall conditions. These results illustrate that the ability to execute purposive components of retrieval develops more slowly in disabled than in nondisabled children. Consequently, it is these processes that should be the primary target in remedial memory programs.  相似文献   

16.
Gender differences were assessed in three research-identified samples of children who were members of twin pairs: (1) 120 male and 124 female probands from same-sex identical and fraternal twin pairs in which at least one member of each pair is reading disabled; (2) a comparison sample of 148 males and 161 females from same-sex twin pairs with no history of reading problems; and (3) 34 pairs of opposite-sex fraternal twin pairs in which at least one member of each pair is reading disabled. Results of multivariate analyses of variance of psychometric test data from the two samples of same-sex twin pairs, in which the male and female subjects were reared in different homes, suggest that profiles of gender differences are similar in reading-disabled and control children. Moreover, this pattern of gender differences also tended to occur in opposite-sex twin pairs, who shared prenatal, as well as early postnatal, environmental influences. In general, reading-disabled males obtained higher average scores than affected females on Wechsler (1974, 1981) Verbal and Performance IQ, but lower scores on Reading Recognition and Spelling subtests of the Peabody Individual Achievement Test (Dunn and Markwardt 1970). With regard to the Wechsler subtests, reading-disabled males achieved higher average scores on Information, Picture Completion, Block Design, and Object Assembly, but lower scores on Coding. Although significant and relatively consistent gender differences in cognitive measures were found in three samples included in this study, these differences account for only a small portion of the observed variance. This work was supported in part by a program project grant from NICHD (HD-11681), and the report was prepared while J.J. Gillis was supported by NICHD training grant HD-07289.  相似文献   

17.
A method of identifying children with specific reading disabilities by identifying discrepancies between their reading and listening comprehension scores was validated with disabled and nondisabled readers in Grades 4, 5, and 6. The method is based on a modification of the reading comprehension subtest of the Peabody Individual Achievement Test (Dunn & Markwardt, 1970). In this modification, even-numbered sentences are read by subjects, and odd-numbered sentences are read by the test administrator as subjects listen. The features of this test that reduce demands on working memory, thereby making it suitable for the detection of a discrepancy between reading and listening comprehension in readers with disabilities, are discussed. A significant group-by-modality interaction was obtained. Children with reading disabilities scored significantly lower on reading than on listening comprehension, while nondisabled readers scored slightly higher, but not significantly so, on reading than on listening comprehension. The appropriateness of this method as a substitute for the traditional method, which is based on the detection of a discrepancy between intelligence and reading and which has recently been proscribed in certain school districts, is discussed. Issues concerning the listening comprehension skills of disabled readers are also discussed.  相似文献   

18.
The present study was designed to assess the development of the understanding of certain aspects of grapheme-phoneme correspondences in normally achieving and disabled readers. The correspondences rules were studied using both English words and pseudowords, the latter designed to contain the same features as the real words. The subjects were 76 normally achieving and 32 reading disabled children aged 6 to 14 years. The stimuli included words and pseudowords that tested the following: consonant blends, final e, r-influenced vowels, regular and irregular words, function words, and consistent and inconsistent vowels. When matched for chronological age, the reading disabled children performed significantly more poorly than normally achieving children on all of the tasks involving pseudowords. A similar pattern was found for the words with the exception of the highest frequency words (cvc, final e, consonant blends) at the oldest age level, 11–14 years. In this case, the performance of the oldest reading disabled children was similar to that of the normals on the words, but was still significantly poorer when the stimuli were pseudowords. Complexity and irregularity were significant determinants of difficulty. Comparisons were also made for groups of children matched on reading grade level. Even when the reading disabled and normally achieving children were matched on reading grade, the reading disabled children had significantly more difficulty, particularly with pseudowords. Reading disabled children had significant difficulty in abstracting the basic rules for grapheme-phoneme correspondences in English, and even when they have mastered these rules in connection with real words, they still had difficulty applying these rules to pseudowords. In normal development, the learning of these correspondences appears to be consolidated by approximately 9 years of age. However, reading disabled children appear to have a significant and persistent problem with the learning of basic grapheme-phoneme correspondence rules.  相似文献   

19.
Children with attention deficit disorder (ADD) and dyslexia (n = 82) made significantly more errors than normally reading children with ADD (n = 83) on a simple auditory test of phonological sensitivity to rhyme and alliteration (Bradley, 1984). A subgroup of children with dyslexia who were sensitive to rhyme and alliteration had higher scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) Spatial factor than a dyslexic subgroup who were phonologically insensitive. In multiple regression analyses, age-corrected phonological sensitivity scores contributed significantly to the prediction of both reading and spelling Wide Range Achievement Test (WRAT) scores, this beyond the contribution of WISC-R variables. Of interest for dyslexia subtyping theories, Spatial factor scores had a subtractive effect in these regression analyses.  相似文献   

20.
The results of a comprehensive psychoeducational assessment of adults having learning disabilities (LD) and participating in vocational rehabilitation are presented. The subjects were found to have low-average general intelligence; lower verbal than performance IQs; attention, reasoning, and auditory memory deficits; academic achievement at the fourth-/fifth-grade level; language problems; and low self-esteem. These results were contrasted with other studies of adults with LD in vocational rehabilitation, and all studies on this population reported similar findings. A comparison of studies of adults with LD who were clients of vocational rehabilitation with those in college or employed and with those who had been labeled as learning disabled in childhood indicated that the adults with LD in vocational rehabilitation seem to constitute a homogeneous group of persons with severe deficits. The need to subtype learning disabilities by severity and criteria for making such determinations are proposed.  相似文献   

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