PERFORMANCE OF SEVERELY LANGUAGE-IMPAIRED STUDENTS ON THE WISC-III, LANGUAGE SCALES, AND ACADEMIC-ACHIEVEMENT MEASURES

This study tested the hypothesis that severely language-impaired stude nts could be affected disproportionately by the revised language of th e Wechsler Intelligence Scale for Children - Third Edition. The perfor mance of severely language-impaired students on the WISC-III was exami ned through comparison of differences among Verbal, Performance, and F ull Scale IQs and scaled subtest score ranges for the WISC-III and Wec hsler Intelligence Scale for Children - Revised. Additionally, scores from both Wechsler scales and measures of language and academic skills were compared. Results show that in most respects, the WISC-III provi des scores comparable to those from the WISC-R for severely language-i mpaired students and relates in a similar manner to other language and academic measures commonly used with this population.