Using the TONI-3 to Assess Cognitive Functioning of Urban Children with Learning Disabilities: A Brief Review of the Literature

Autor/inn/en	Essix, Brenda; Sapp, Gary L.; Kohler, Maxie P.
Titel	Using the TONI-3 to Assess Cognitive Functioning of Urban Children with Learning Disabilities: A Brief Review of the Literature
Quelle	(2006), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Youth; Nonverbal Ability; Learning Disabilities; Cognitive Ability; Evaluation Methods; Literature Reviews; Intelligence Tests; Intelligence Quotient; Scores; Psychometrics; Reading Achievement; Mathematics Achievement; Correlation; Test of Nonverbal Intelligence + Suchen Sie Ihr Suchwort? Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Learning handicap; Lernbehinderung; Denkfähigkeit; Intelligence test; Intelligenztest; Intelligenzquotient; Psychometry; Psychometrie; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation
Abstract	Given the paucity of research describing the use of the TONI-3 with urban children with disabilities, a brief review of the literature was conducted. While little relevant research was identified, the use of the TONI-3 was supported in a number of diverse settings. This paper also describes a study designed to examine the validity of the Test of Nonverbal Intelligence: Third Edition. TONI-3 IQs, WISC-III FSIQs and KTEA N/U-Comprehensive scores were compared and mean TONI-3 IQs were significantly higher than WISC-III PIQs, VIQs, and FSIQs, and K-TEA Reading and Mathematics Composite scores. Intercorrelations computed among TONI-3 IQs, WISC-III IQs, and K-TEA Reading and Math Composite scores indicated moderate relationships between TONI-3 IQs and WISC-III IQs (r = 0.591, 0.483, 0.591, respectively), and modest relationships with K-TEA Composite Scores (r = 0.328, Reading, r = 0.426, Mathematics, and r = 0.383, Total Battery. (Contains 3 tables.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10