Use of the Woodcock-Johnson III tests of cognitive ability with gifted children

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dc.contributor.advisor Gridley, Betty E. en_US
dc.contributor.author Rahman, Jennifer Branscome en_US
dc.date.accessioned 2011-06-03T19:30:12Z
dc.date.available 2011-06-03T19:30:12Z
dc.date.created 2004 en_US
dc.date.issued 2004
dc.identifier LD2489.Z68 2004 .R34 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179884
dc.description.abstract Measurement of the abilities of gifted children is challenging. Identifying patterns of performance for gifted children has proven elusive. The WJIII COG, a theory-driven measure, purports to provide information about a child's pattern of abilities, including areas previously not measured by other cognitive instruments. Only one study has addressed the relationship between the WJIII COG and gifted children. (Rizza, et al., 2001) The purpose of this study was to examine the WJIII COG's appropriateness for use with gifted children. Interpretive guidance when using the WJIII COG with gifted children was sought. The following question was addressed: Do children of high intellectual ability display distinct patterns of performance on the WJIII COG Stratum II variables. If so, do these patterns qualitatively differ from the performance of children of non-high intellectual ability?The participants for this study were taken from the standardization sample of WJIII COG participants (N= 3,145). The participants were divided into two groups: high intellectual ability, Group 1 (N = 389), and "other," (Group 2) (N = 2756). Group 1 participants had a GIA Standard score of 120 or above. The participants were further divided into three subgroups, determined by age: preschool, school-aged, and collegeaged. Approximately half of the sample was male. White participants were the majority of the sample (77.4 - 87.9%). Most participants were non-Hispanic (91.3 - 94.9%). Means, standard deviations, ranges, minimum values, and maximum values, were obtained. WJIII COG Stratum II variables were paired and compared. The comparisons made were ranges and point differences. Cumulative percentages of point differences were calculated at the 5, 7, 10, 15, 20, 25, 30 point levels.Two primary findings emerged. The first finding was that Group 1 participants scored higher overall than Group 2 participants when averages were compared. The second finding was that no gifted profile emerged for Group 1. Although no gifted pattern emerged, there was a great deal of variability within individual student profiles for both Groups. It was suggested that further research be directed at whether subtypes of students with high abilities could be identified that would have clinical implications congruent with multidimensional theories of giftedness. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent xv, 186 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Woodcock-Johnson Tests of Cognitive Ability. en_US
dc.subject.lcsh Gifted children -- Intelligence testing. en_US
dc.title Use of the Woodcock-Johnson III tests of cognitive ability with gifted children en_US
dc.title.alternative Use of the Woodcock Johnson three tests of cognitive ability with gifted children en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1292038 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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