Premium
WISC‐R verbal and performance abilities of native american students referred for school learning problems
Author(s) -
Teeter Anne,
Moore Clay L.,
Petersen Jerry D.
Publication year - 1982
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(19820108)19:1<39::aid-pits2310190108>3.0.co;2-c
Subject(s) - navajo , psychology , disadvantaged , intelligence quotient , learning disability , wechsler intelligence scale for children , developmental psychology , academic achievement , clinical psychology , cognition , psychiatry , philosophy , linguistics , political science , law
This study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC‐R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhan dicapped (NH) ( N = 113), educationally disadvantaged.(ED) ( N = 189), and learning disabled (LD) ( N = 150). NH group means on all WISC‐R variables were significantly higher than the LD group means. The ED and the LD group means were similar on the verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The NH group demonstrated intellectual abilities and deficits similar to those reported for other primary‐grade Navajo children who had not been referred for suspected handicapping conditions.