Verbal and Nonverbal Intelligence Scores within the Context of Poverty

Autor/inn/en	Kaya, Fatih; Stough, Laura M.; Juntune, Joyce
Titel	Verbal and Nonverbal Intelligence Scores within the Context of Poverty
Quelle	In: Gifted Education International, 33 (2017) 3, S.257-272 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429416640332
Schlagwörter	Poverty; Correlation; Intelligence; Nonverbal Ability; Low Income Groups; Elementary School Students; Intelligence Tests; Scores; Age Differences; Statistical Analysis; Academically Gifted; Texas + Suchen Sie Ihr Suchwort? Armut; Korrelation; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Age; Difference; Age difference; Altersunterschied; Statistische Analyse
Abstract	This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through fifth-grade students enrolled in free and reduced-price lunch programs. Large gaps were found between students' verbal and nonverbal intelligence scores; such gaps were not specific to any particular grade or ability level but rather were seen in all of the examined grades. Gaps were even larger for students with higher nonverbal IQ scores. Results suggest that assessments based solely on nonverbal scores should be interpreted with caution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01