WISC-III Prescriptions: How To Work Creatively with Individual Learning Styles.

Autor/in	Banas, Norma
Titel	WISC-III Prescriptions: How To Work Creatively with Individual Learning Styles.
Quelle	(1993), (89 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87879-206-6-R
Schlagwörter	Leitfaden; Cognitive Style; Diagnostic Teaching; Individual Differences; Intelligence Tests; Learning Problems; Mild Disabilities; Performance Tests; Profiles; Student Evaluation; Teaching Methods; Verbal Learning; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Diagnostic assessment; Diagnostisches Verfahren; Individueller Unterschied; Intelligence test; Intelligenztest; Lernproblem; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Charakterisierung; Profilanalyse; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Verbales Lernen
Abstract	This book is intended to assist in using the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) and the Wechsler Intelligence Scale for Children-Third Edition as tools for identifying a child's strengths and weaknesses for the purpose of improving academic and behavioral functioning. The first chapter focuses on using the scales to identify and work with individual learning styles. The following six chapters provide specific suggestions keyed to the Wechsler Scale for Children verbal and performance subtests: information and picture completion, comprehension and picture arrangement, arithmetic and block design, similarities and object assembly, digit span and coding, and symbol search and coding. Graphing Wechsler score patterns to visualize learning styles is the subject of the eighth chapter. The ninth and tenth chapters provide brief descriptions of the subtests of the WPPSI-R and the Wechsler Adult Intelligence Scale-Revised. The importance of verbal and visual matching in language learning is considered in the eleventh chapter. Chapter 12 looks at behavior and learning styles and Chapter 13 considers personality, learning style, and typology. The final chapter presents a mother's recounting of her son's atypical learning style. (Contains 32 references.) (DB)
Anmerkungen	Academic Therapy Publications, 20 Commercial Blvd., Novato, CA 94949-6191 (order #206-6-R, $10).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC