学习障碍儿童与非学习障碍儿童在麦卡锡儿童能力量表、韦氏儿童智力量表修订版和韦氏个别阅读测验中的表现差异。

Differential performance of learning disabled and non-learning disabled children on the McCarthy scales, WISC-R, and WRAT.

作者信息

Ivimey J K, Taylor R L

出版信息

J Clin Psychol. 1980 Oct;36(4):960-3. doi: 10.1002/1097-4679(198010)36:4<960::aid-jclp2270360424>3.0.co;2-l.

DOI:10.1002/1097-4679(198010)36:4<960::aid-jclp2270360424>3.0.co;2-l

Abstract

Individually administered the McCarthy Scales of Children's Abilities, WISC-R, and WRAT to 30 learning disabled and 30 non-learning disabled second-grade students. The McCarthy General Cognitive Index and the WISC-R Full Scale IQ scores were compared for both groups. In addition, correlations between the General Cognitive Index, WISC-R IQ, and mean WRAT achievement were reported. There was marginal support for previous studies that suggested that the McCarthy Scales are more consistent with the academic functioning of learning disable students. Implications and directions for future research were discussed.

摘要

对30名学习障碍二年级学生和30名非学习障碍二年级学生分别进行麦卡锡儿童能力量表、韦氏儿童智力量表修订版（WISC-R）和韦氏儿童阅读与书写广度测验（WRAT）测试。比较了两组学生的麦卡锡一般认知指数和韦氏儿童智力量表修订版的全量表智商分数。此外，还报告了一般认知指数、韦氏儿童智力量表修订版智商与韦氏儿童阅读与书写广度测验平均成绩之间的相关性。先前的研究表明麦卡锡量表与学习障碍学生的学业功能更一致，本研究为这一观点提供了有限的支持。文中还讨论了研究结果的意义及未来研究的方向。