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Relationship between intelligence and vocabulary
Billy L Smith1, Teresa D Smith, Loria Taylor
1Department of Psychology and Counseling University of Central Arkansas, Conway 72035, USA. billys@uca.edu
Perceptual and Motor Skills
|March 19, 2005
Summary
The Wechsler Intelligence Scale for Children-III (WISC-III) effectively screens for language problems in students. It shows strong correlations with vocabulary tests, suggesting its utility in identifying language impairments.
Area of Science:
- Educational Psychology
- Speech-Language Pathology
Background:
- Language impairments significantly impact academic performance.
- Accurate screening tools are crucial for early intervention in students with learning disabilities.
Purpose of the Study:
- To explore correlations between WISC-III scores and Comprehensive Receptive and Expressive Vocabulary Test (CREVT) subscales.
- To evaluate the WISC-III's accuracy in screening for language problems.
Main Methods:
- Correlational analysis of WISC-III and CREVT scores in 243 students (ages 6-17).
- Participants included students identified with learning disabilities, speech impairments, or intellectual disabilities.
- Analysis examined score relationships across grade levels (K-11).
Main Results:
- Strong correlations were found between WISC-III Verbal IQ/Verbal Comprehension Index and CREVT General Vocabulary.
- The WISC-III demonstrated improved classification accuracy for language problems over chance.
- Correlations for WISC-III Verbal IQ and receptive vocabulary were lower in younger grades (K-2).
Conclusions:
- The WISC-III shows significant potential as an effective screening tool for language problems in school-aged children.
- Findings support the relationship between general intelligence measures and vocabulary development.
- The WISC-III's utility as a language screener is robust across various student populations and grade levels.
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