Premium
Language variables related to reading ability of children with verbal deficits
Author(s) -
Richman Lynn C.
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197904)16:2<299::aid-pits2310160222>3.0.co;2-h
Subject(s) - psychology , mediation , reading (process) , nonverbal communication , developmental psychology , verbal reasoning , verbal memory , wechsler intelligence scale for children , cognition , cognitive psychology , intelligence quotient , linguistics , philosophy , neuroscience , political science , law
This study examined verbal reception and verbal mediation skills of children with low verbal/high performance WISC profiles. Of specific interest was the identification of possible sources of language impairment and the relationship between language variables and reading achievement. Eighty‐five children in second through fifth grades (ages 8–11) with low verbal/high performance WISC profiles were evaluated, using cognitive tasks requiring verbal reception or verbal mediation strategies without requiring vocal responses. The results support the use of a verbal mediation hypothesis in the diagnostic evaluation of children with verbal deficit. Verbal mediation skills appear to be closely associated with reading ability, while the verbal reception task provided little useful diagnostic information for verbally deficient children.