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• W2340363996 abstract "The purpose of the present study was to i n v e s t i g a t e the appropriateness of the use of the Wechsler I n t e l l i g e n c e Scale f o r Children-Revised (WISC-R) f o r assessment of French immersion students whose language of i n s t r u c t i o n at school has been s o l e l y French. To i n v e s t i g a t e t h i s problem, the WISC-R performance of 29 grade two French immersion students was compared to that of 29 r e g u l a r (English) program peers. The r a t i o n a l e f o r the present study was based on the f a c t that the WISC-R has been commonly administered to French immersion c h i l d r e n and i n t e r p r e t e d as i f t h i s group of c h i l d r e n were i d e n t i c a l to the population on whom the t e s t was standardized. While previous research has i n d i c a t e d t h a t B r i t i s h Columbia students a t t a i n higher WISC-R means and l e s s variance than American students, no data were a v a i l a b l e to suggest how the p e r f o r mance of t h i s l i n g u i s t i c a l l y d i f f e r e n t group, French immersion students, compared to that of students who received a l l formal education i n t h e i r f i r s t language, E n g l i s h . A l l students obtained p a r e n t a l consent to p a r t i c i p a t e i n the study, came from homes i n which E n g l i s h was the dominant language, and had been continuously e n r o l l e d from ki n d e r g a r t e n through the end of grade two i n t h e i r current academic programs. Groups were matched f o r gender and educational l e v e l of the head of the household. A l l t e s t i n g and s c o r i n g were done by graduate students who had been t r a i n e d and supervised i n the use of the WISC-R. A m u l t i v a r i a t e a n a l y s i s of variance was used to t e s t the hypotheses of equal means and variances between the two groups on the 12 subtests and the Verbal and Performance f a c t o r s . A u n i v a r i a t e a n a l y s i s was used to t e s t the hypotheses of equal F u l l Scale means and variances between groups. Comparative r e s u l t s i n d i c a t e d that the c e n t r a l tendancies and v a r i a n c e covariance s t r u c t u r e f o r both the French immersion and the r e g u l a r program groups, matched f o r educational l e v e l of parents, were e s s e n t i a l l y the same. Both the immersion and r e g u l a r program groups had V e r b a l , Performance and F u l l Scale IQs i n Wechsler's High Average category. Results of an a n c i l l a r y a n a l y s i s i n d i c a t e d that the 58 c h i l d r e n i n the present study had s i g n i f i c a n t l y higher F u l l Scale IQs than did a more re p r e s e n t a t i v e B r i t i s h Columbia sample whose mean IQs were s i g n i f i c a n t l y higher than those published i n the WISC-R manual. I t was concluded that although i n t e r p r e t a t i o n of the r e s u l t s i s confounded by p o s s i b l e i n i t i a l d i f f e r e n c e s between groups, the use of the WISC-R appears not to be disadvantageous to higher SES French immersion c h i l d r e n whose main language of the home i s E n g l i s h . Further, i t was concluded t h a t , f o r B r i t i s h Columbia c h i l d r e n , use of the B r i t i s h Columbia norms f o r the age groups, 7%, 9h and l l ^ g i s more appropriate than use of the 1974 Wechsler norms. Research Supervisor: ... Dr. W. T. Rogers" @default.
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• W2340363996 date "1983-01-01" @default.
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• W2340363996 title "VALIDATION OF THE WISC-R FOR GRADE TWO FRENCH IMMERSION STUDENTS" @default.
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