This study compared the WISC-R and PPVT scorm for a grou of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. $earson product momenta (r) and correlated t values were em loyed in the analysis of data. The evidence from the present study indicatefthat for this sample of mildly retarded children and youth, the PPVT I& score is si ificantly higher than the Full Scale I& from the WISC-R. The current fintifngs indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.
The Survey of Reading Attitudes was administered to 84 normal and 116 disabled readers from the intermediate grades, and a discriminate function analysis was performed on their scores for the eight dimensions of reading attitudes measured by the Survey. The findings indicate that Expressed Reading Difficulty, Reading as Enjoyment, and Reading Group are the three variables that discriminate between these two groups. In comparison with normal readers, disabled readers are more likely to feel negatively about their reading group, less likely to see themselves as pursuing reading for its intrinsic value, and more likely to perceive of themselves as having difficulty with reading. However, the extent to which these findings can be generalized beyond the present sample of white Appalachian students must be established through future research.
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