Assessment of English- and Spanish-speaking students with the WISC-III and Leiter-R

Journal of Psychoeducational Assessment

Volumn 25, Issue 1, 2007, Pages 41-52

  Cathers Schiffman, Teresa A ^a,c   Thompson, Marilyn S ^b  

^a UNIVERSITY OF KANSAS MEDICAL CENTER   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

^c NONE   (United States)

Author keywords

Concurrent validity; Hispanic; Language ability; Leiter R; Spanish; WISC III; WISC IV

Indexed keywords

EID: 33846979835     PISSN: 07342829     EISSN: None     Source Type: Journal    
DOI: 10.1177/0734282906293214     Document Type: Article

References (29)

1. American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
2. Bevier, C. A. (1999). Racial differences in cognitive abilities: A meta-analysis. Dissertation Abstracts International, 60 (05B), 2396. (UMI No. 9929716)
3. Borghese, P., & Gronau, R. C. (2005). Convergent and discriminant validity of the Universal Nonverbal Intelligence Test with limited English proficient Mexican-American elementary students. Journal of Psychoeducational Assessment, 23, 128-139.
4. Bracken, B. A., & McCallum, R. S. (1998). Universal Nonverbal Intelligence Test. Itasca, IL: Riverside.
5. Bracken, B. A., & Naglieri, J. A. (2003). Assessing diverse populations with nonverbal tests of general intelligence. In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence, aptitude, and achievement (2nd ed., pp. 243-274). New York: Guilford.
6. Braden, J. P. (2000). Editor's introduction: Perspectives on the non-verbal assessment of intelligence. Journal of Psychoeducational Assessment, 18, 204-210.
7. Figueroa, R. A. (1990). Assessment of linguistic minority group children. In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Vol. 1. Intelligence and achievement (pp. 671-696). New York: Guilford.
8. Gonzalez, V., Brusca-Vega, R., & Yawkey, T. (1997). Assessment and instruction of culturally and linguistically diverse students with or at risk of learning problems. Boston: Allyn & Bacon.
9. Hollingshead, A. B. (1957). Hollingshead Two-Factor Index of Social Position. New Haven, CT: Yale Univeristy Press.
10. Hollingshead, A. B. (1975). Four Factor Index of Social Status. Unpublished manuscript.
11. Hollingshead, A. B., & Redlich, F. C. (1958). Social class and mental illness: A community study. New York: John Wiley.
12. Kaufman, A. S. (1994). Intelligent testing with the WISC-III. New York: John Wiley.
13. Koehn, R. D. (1998). WISC-III and Leiter-R assessments of intellectual abilities in Hispanic-American children with English-as-a-second language. Dissertation Abstracts International, 59 (09A), 3350. (UMI No. 9906507)
14. McGrew, K. S., & Flanagan, D. P. (1998). The intelligence test desk reference (ITDR): Gf-Gc cross battery assessment. Boston: Allyn & Bacon.
15. McLean, Z. Y. (1995). History of bilingual assessment and its impact on best practices used today. New York State Association for Bilingual Education Journal, 10, 6-12.
16. National Association of School Psychologists. (2003). Membership database. Retrieved September 14, 2004, from http://www.nasponline.org/ culturalcompetence/minority_demog.html
17. Ochoa, S. H. (2003). Assessment of culturally and linguistically diverse children. In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence, aptitude, and achievement (2nd ed., pp. 563-583). New York: Guilford.
18. Ochoa, S. H., Powell, M. P., & Robles-Piña, R. (1996). School psychologists' assessment practices with bilingual and limited-English proficient students. Journal of Psychoeducational Assessment, 14, 250-275.
19. Ochoa, S. H., Rivera, B., & Ford, L. (1997). An investigation of school psychology training pertaining to bilingual psychoeducational assessment of primarily Hispanic students: Twenty-five years after Diana v. California. Journal of School Psychology, 35, 329-349.
20. Ortiz, S. O. (2004). Comprehensive assessment of culturally and linguistically diverse students: A systematic, practical approach for nondiscriminatory assessment. Retrieved March 15, 2006, from the National Association of School Psychologists Web site: http://www.nasponline.org/ culturalcompetence/ortiz.pdf
21. Palmer, D. J., Olivarez, A., Willson, V. L., & Fordyce, T. (1989). Ethnicity and language dominance - Influence on the prediction of achievement based on intelligence test scores in nonreferred and referred samples. Learning Disability Quarterly, 12, 261-274.
22. Prifitera, A., & Saklofske, D. H. (1998). WISC-III clinical use and interpretation: Scientist-practitioner perspectives. San Diego, CA: Academic Press.
23. Roid, G. H., & Miller, L. J. (1995). Leiter International Performance Scale-Revised. Wood Dale, IL: Stoelting.
24. Roid, G. H., & Miller, L. J. (1997). Leiter International Performance Scale-Revised: Examiner's manual. In G. H. Roid & L. J. Miller, Leiter International Performance Scale-Revised. Wood Dale, IL: Stoelting.
25. Wechsler, D. (1991). Wechsler Intelligence Scale for Children-III. San Antonio, TX: Psychological Corporation.
26. Wechsler, D. (2003). Wechsler Intelligence Scale for Children-IV. San Antonio, TX: Psychological Corporation.
27. Wilson, M. S., & Reschly, D. J. (1996). Assessment in school psychology training and practice. School Psychology Review, 25, 9-23.
28. Woodcock, R. W. (1991). Woodcock Language Proficiency Battery-Revised: Examiner's manual. Chicago: Riverside.
29. Woodcock, R. W., & Muñoz-Sandoval, A. F. (1993). Woodcock-Muñoz Language Survey. Chicago: Riverside.