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Quantifying the Linguistic Demand of the WISC-IV's Test Directions

  • Author / Creator
    Wang, Kun
  • The diversity of the school-age population in both Canada and the United States has been increasing (Cummins, 1997). Thus, it is imperative for researchers to empirically evaluate the influence of culture and language on existing assessment tools to inform best practices (Cormier, McGrew, & Ysseldyke, 2014). The purpose of this study is to examine linguistic complexity, linguistic verbosity, and combined linguistic demand of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) test directions. The 15 subtests from the WISC-IV were analyzed using the Readability Calculations software programs (Micro Power and Light Co., 2002). Two files were created for the 15 subtests. The standard file included the typical instructions for examinees and the supplemental file included additional directions in response to mistakes and inadequate answers. Results of the analysis indicated that the standard test directions of Block Design, Letter-number Sequencing, Cancellation, and the supplemental test directions of Comprehension, Matrix Reasoning, and Letter-number Sequencing were high on linguistic verbosity, and both the standard and supplemental test directions of Comprehension were high on linguistic complexity. Based on the findings of this study and previous research, it can be concluded that linguistic demand should be taken into consideration when practitioners select and interpret cognitive tests. In addition, empirical evidence regard linguistic demand can be used to inform the linguistic demand classification of the C-LIM framework, which currently is largely based on expert consensus.

  • Subjects / Keywords
  • Graduation date
    2015-11
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3W08WN45
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Specialization
    • School and Clinical Child Psychology
  • Supervisor / co-supervisor and their department(s)
    • Cormier, Damien (Educational Psychology)
  • Examining committee members and their departments
    • Mrazik, Martin (Educational Psychology)
    • Bulut, Okan (Educational Psychology)