|Institution:||California State University – Sacramento|
|Keywords:||Intelligence tests; Reading, Psychology of|
|Full text PDF:||http://hdl.handle.net/10211.3/135937|
The problem to be investigated in this study is the constancy of IQ scores of readers and non-readers using the 1937 Revision of the Stanford-Binet Test of General Intelligence, and the Leiter International Performance Scala, 1948 Revision. Inasmuch as the Binet is a scale which is weighted heavily toward verbal content, it is possible that it would result in a significantly different estimate of intelligence for verbally handicapped children than would the Leiter, which appears to be a purely non-verbal test. This problem becomes important when children are tested to obtain an estimate of capacity to learn. If the child is verbally handicapped and if the Binet tends to penalize this handicap, an incorrect estimate of the child's capacity is obtained. A test, then, which would not depend on verbal ability would perhaps give a better estimate of "general intelligence." The Leiter scale was originally designed to be just such a test. Leiter hoped to measure the same intellectual ability as was measured by the Binet, without using verbal tasks. The purpose ot this study is to attempt to see what type or differences would result from the comparison or the Leiter and the Binet scores, using reading and non-reading children.