Linguistic Demands of the Oral Directions for Administering the WISC-IV and WISC-V

Autor/inn/en	Cormier, Damien C.; Wang, Kun; Kennedy, Kathleen E.
Titel	Linguistic Demands of the Oral Directions for Administering the WISC-IV and WISC-V
Quelle	In: Canadian Journal of School Psychology, 31 (2016) 4, S.290-304 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573516643314
Schlagwörter	Foreign Countries; Children; Intelligence Tests; Testing; Oral Language; Instruction; Language Processing; Difficulty Level; Scores; Comprehension; Visual Aids; Classification; Achievement Tests; Correlation; Canada; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Intelligence test; Intelligenztest; Testdurchführung; Testen; Oral interpretation; Mündlicher Sprachgebrauch; Teaching process; Unterrichtsprozess; Sprachverarbeitung; Schwierigkeitsgrad; Verstehen; Verständnis; Anschauungsmaterial; Classification system; Klassifikation; Klassifikationssystem; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Korrelation; Kanada
Abstract	As the diversity of the school-age population in Canada continues to increase, it is important for school psychologists to consider the potential influence of culture and language when assessing the cognitive abilities of students from culturally and linguistically diverse backgrounds. The purpose of this study is to examine the linguistic demand of the oral subtest directions for the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) and Fifth Edition (WISC-V). Text-based statistics were extracted from the WISC-IV and WISC-V subtests to generate three composite scores: verbosity, complexity, and total demand. Results suggest that the oral directions of the WISC-IV subtests Block Design, Letter-number Sequencing, Cancellation, and Comprehension demonstrate relatively high linguistic demand. The oral subtest directions of the WISC-V subtests Picture Span, Visual Puzzles, and Figure Weights demonstrate relatively high linguistic demand. These findings suggest that the linguistic demand of oral directions should be taken into consideration when selecting and interpreting some subtests from both of these cognitive batteries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01