WISC-R与智力关系研究：特殊儿童群体的应用与比较分析
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本文主要探讨了WISC-R(Wechsler Intelligence Scale for Children - Revised，韦氏儿童智力量表修订版)在智力障碍儿童中的应用，以及与1972年版斯坦福-比奈智力量表(Sanford-Binet Intelligence Scale)的相关性，并对比了WISC（韦氏儿童智力量表初版）和WISC-R的得分模式差异。
在1977年《学校心理学》杂志第14卷第1期中，作者研究了WISC-R在预一年级儿童中的语言艺术项目效果，这是一个为期两年的成就报告。该报告指出，对于那些尚未达到一年级水平的孩子，提前进行语言艺术教育可以显著提高他们的阅读和理解能力。例如，Durkin的文章详细描述了一个针对预一年级儿童的语言艺术课程，并展示了两年后的成就数据。
同时，文章还引用了Durrell和Murphy的《Speech-to-Print Phonics》一书，这本书可能提供了将口语转化为书面语的phonics教学方法，旨在帮助儿童建立语音和文字之间的联系，提升阅读技能。另外，Eqeland等人的一项研究强调了智力、视觉-运动技能、心理语言学和阅读准备技能与学业成就之间的关系，强调了这些因素对学习成果的重要性。
此外，文章还提到了其他几篇相关研究，如Hirshoren关于斯坦福-比奈量表修订版和伊利诺伊心理语言敏捷度测试预测效度的比较，以及Mazurkiewicz和Tanyzer的《Early-to-Read Program, Revised Edition》，这可能是一个早期阅读干预计划。Newcomer和Hammill的调查则关注了ITPA（Illinois Test of Psycholinguistic Abilities）与学业成绩的关系，而Robinson、Monroe和Artley的《新基础读者》讨论了阅读课程的基础框架。
整体而言，这篇文章深入研究了儿童智力评估工具的效度，特别是在特殊教育领域中的应用，以及如何通过不同的教学策略和评估工具来改善儿童的阅读和学习能力。这些研究对于理解儿童的认知发展、设计有效的教育干预措施以及评估教育效果具有重要意义。
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INVESTIGATION
OF
THE WISC-R FOR
USE
WITH RETARDED
CHILDREN: CORRELATION WITH THE
1972
STANFORD-BINET
AND COMPARISON
OF
WISC AND WISC-R PROFILES
ALAN
S.
KAUFMAN
JOHN
VAN
HAGEN
University of Georgia
St.
Vincent’s
School
Rafael, California
A group of
80
mentally retarded youngsters, aged
6
to
16,
waa tested on the
WISC-R, primarily
to
assess the continuity of measurement between the old
and new WISCs. The WISC-R IQs correlated
.65
to
.82
with Stanford-Binet
IQ for
a
subsam le of
45
children resembling the coefficients between the
1949
WISC and t%e Bjnet
for
retarded groups. In addition, the WISC-R test
profiles for the
80
children corresponded closely
to
the WISC test profiles
for
many retarded samples. Thus, there was evidence to sup ort the con-
tinuity
of
the WISC-R with it5 predecessor for retarded popuktions.
The
1949
WISC enjoyed widespread use with mentally retarded populations
(Baumeister,
1964;
Zimmerman
&
Woo-Sam,
1972)
,
and
it
is reasonable to assume
that the Wechsler Intelligence Scale
for
Children
-
Revised (WISC-R)
will
continue
the popularity
of
its predecessor. Hence,
it
is important
for
numerous studies to
be conducted to determine the effects
of
the revision and restandardization
of
the
WISC on the intellectual assessment
of
mentally retarded individuals, with parti-
cular concern
for
the continuity
of
measurement between the old and new batteries.
The aims
of
the present study are consistent with these research needs: (a) to
cor-
Requests
for
reprints should be sent
to
Alan
S.
Kaufman, Dept. of Educational Psychology,
The University
of
Georgia, Atha, GA
30602.
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