Role of intelligence tests in speech/language referrals.
This study examined the relation of the WISC-R Verbal IQ with measures of oral and written language among 190 students referred to a private educational clinic over a 5-yr. period. Correlations of Verbal IQ with scores on measures of oral language, written language, receptive language, reading comprehension, and basic reading skills were calculated for the total sample and by Grades 1-3, 4-7, and 8-11. Standard regression coefficients were used to estimate the proportion of variance explained by these five measures. Significant correlations were found for Verbal IQ with the measures, ranging from .36 (Basic Reading Skills) to .69 (Receptive Vocabulary). Multiple regression indicated that 59% of the variance was explained by the five measures and that three--Oral Language, Receptive Vocabulary, and Reading Comprehension--contributed significantly to Verbal IQ. Correlations across grades showed inconsistent differences by grade for Verbal IQ with language variables. Implications for speech-language referral practices are discussed.
Sparks
R
R
Department of Education, College of Mount St. Joseph, Cincinnati, Ohio 45233-1670, USA.
Ganschow
L
L
Thomas
A
A
D000293:Adolescent; D002648:Child; D005260:Female; D006801:Humans; D007360:Intelligence; D007805:Language Development Disorders / Q000175:diagnosis / Q000628:therapy*; D007808:Language Therapy; D008297:Male; D010348:Patient Care Team; D011932:Reading; D012017:Referral and Consultation; D013064:Speech Disorders / Q000175:diagnosis / Q000628:therapy*; D013070:Speech Therapy; D014825:Vocabulary; D014888:Wechsler Scales