Recategorization of WPPSI Scores for Kindergarten Children with Learning Difficulties

Michayluk, J. O.

doi:10.1177/002221948101400713

Cited by 6 publications

(2 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Birch and Belmont, 1965) pointed to auditory sequential memory deficits as characterising children with learning problems, especially reading problems. Whatever the reasons for the Spatial \Conceptual\Sequential sequencing, these studies have traditionally been confined to elementary school populations tested with the WISC-R. Michayluk (1981) recategorized the WPPSI according to Bannatyne's (1974) model. The mean scaled scores on the subtests Block Design, Picture Completion, and Geometric Design were used to calculate the Spatial score.…”

mentioning

confidence: 99%

Interpreting the WPPSI subtests scores of language impaired children—a structural approach

Ottem¹

1999

Scandinavian J Psychology

View full text Add to dashboard Cite

The problem of characterising more specifically the cognitive requirements involved in subtests from standardised measures of intelligence represents a main problem in the research on exceptional populations. Seventy-five specifically language impaired (SLI) preschool children and 49 normally developing children were administered the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The scaled scores on the WPPSI were categorised according to Bannatyne's suggested regrouping to determine whether the pattern Spatial > Conceptual > Sequential could be observed in the data. The predicted pattern was only partially confirmed for language impaired children. The scaled scores on the WPPSI were then recategorized according to their structural complexity. Since structurally complex tasks contain more categories than the structurally simpler tasks, the pattern structurally Simple > Moderate > Complex was predicted and confirmed for language impaired children. Furthermore, it was hypothesized that the structurally Complex categories would discriminate better between language-impaired children and normally developing children than any other recoded categories. This hypothesis was confirmed. The low scores obtained by language impaired children on structurally Complex categories were interpreted as the result of capacity limitations in information processing rather than a deficit of any particular mental ability.

show abstract

mentioning

confidence: 99%

Interpreting the WPPSI subtests scores of language impaired children—a structural approach

Ottem¹

1999

Scandinavian J Psychology

View full text Add to dashboard Cite

show abstract

“…Hagin, Silver, and Corwin (1971) studied 30 children for whom learning problems were predicted and found that their three WPPSI IQ Scores were significantly lower than those of the "normal group." Another popular area of research on the WPPSI has been the regrouping of subtests for clinical analysis (Badian, 1984; Michayluk, 1981; Reynolds & Gutkin, 1981). These researchers usually found that the WPPSI profile of normal learners and children with learning problems differs from the WISC-R pattern when using Bannatyne's (1974) approach.…”

mentioning

confidence: 99%

A comparison of three different measures of intelligence with preschool children identified at-risk

Kutsick

Vance

Schwarting³

et al. 1988

Psychol. Schs.

View full text Add to dashboard Cite

This study compares three different measures of intelligence used with preschool children identified "at-risk.'' Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-Revised, and the Expressive One-Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product-moment correlation was used to analyze the data. Correlated t-tests were used to calculate the differences between the mean IQs for the tests. The PPVT-R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT-R and EOWPVT correlated significantly with the Performance Scale

show abstract

Attention Deficit and Learning Disorders

Katz

1984

Psychological and Behavioral Assessment

View full text Add to dashboard Cite

Recategorization of WPPSI Scores for Kindergarten Children with Learning Difficulties

Cited by 6 publications

References 16 publications

Interpreting the WPPSI subtests scores of language impaired children—a structural approach

Interpreting the WPPSI subtests scores of language impaired children—a structural approach

A comparison of three different measures of intelligence with preschool children identified at-risk

Attention Deficit and Learning Disorders

Contact Info

Product

Resources

About