Cognitive Referencing and Language Impairment: A Look at the WISC-III The most commonly used intelligence test for school-aged children is the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) (Wechsler, 1991). This test yields a Verbal IQ (V-IQ) based on facility with comprehension and expression of oral language and a Performance IQ (P-IQ) based on facility with nonverbal visual-motor and ... Article
Article  |   July 01, 2000
Cognitive Referencing and Language Impairment: A Look at the WISC-III
Author Affiliations & Notes
  • Mary Blatchley-Hibbard
    Alvord Unified School District, Riverside, CA
Article Information
Articles
Article   |   July 01, 2000
Cognitive Referencing and Language Impairment: A Look at the WISC-III
SIG 1 Perspectives on Language Learning and Education, July 2000, Vol. 7, 17-21. doi:10.1044/lle7.1.17
SIG 1 Perspectives on Language Learning and Education, July 2000, Vol. 7, 17-21. doi:10.1044/lle7.1.17
The most commonly used intelligence test for school-aged children is the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) (Wechsler, 1991). This test yields a Verbal IQ (V-IQ) based on facility with comprehension and expression of oral language and a Performance IQ (P-IQ) based on facility with nonverbal visual-motor and reasoning skills. In making decisions on qualification for language therapy, the speech-language pathologist can then compare the child’s Verbal IQ with his or her “nonverbal” Performance IQ as well as comparing these scores with the obtained standardized scores on standardized language assessment instruments to determine if a discrepancy exists between developmental level as measured by IQ scores and language functioning.
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