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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
PubMed
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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).

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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.