B. Doll et R. Boren, PERFORMANCE OF SEVERELY LANGUAGE-IMPAIRED STUDENTS ON THE WISC-III, LANGUAGE SCALES, AND ACADEMIC-ACHIEVEMENT MEASURES, Journal of psychoeducational assessment, 1993, pp. 77-86
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.