Ann W. Engin

The Hierarchical Factor Structure of the Wechsler Intelligence Scale for Children-Revised

An hierarchial factor solution was obtained on intercorrelations among WISC-R subtests for the 11 age groups included in the standardization sample of 200 boys and girls in each of the age groups from 6.5 years to 16.5 years. An ability arrangement congruent with Vernons structural paradigm was obtained at all age levels. The ability hierarchy consisted of a relatively strong general (g) factor and two subgeneral factors corresponding to the verbal-educational (v:ed) and spatial-perceptual (k:m) parameters from Vernons paradigm. The g-factor was defined by loadings from all subtests, while the v:ed-factor was defined by all Verbal subtests and the k:m-factor was defined by Performance subtests exclusive of Coding.

The Dimensions of Reading Attitude for Children in the Intermediate Grades.

This study represents the first phase of an ongoing research program aimed at identifying the dimensions of reading attitude and determining how these dimensions relate to a broader range of variables such as reading achievement, scholastic aptitude, classroom behavior, and cognitive styles. The 150 items which comprise the experimental edition of A Survey of Reading Altitudes (Wallbrown, Brown, & Engin, 1974) were factor analyzed along with measures of scholastic aptitude, reading vocabulary, and reading comprehension. The analysis was based on the responses of 853 intermediate grade students. The attitude items were presented orally to control for reading problems, but the students also had booklets so they could read the items to themselves. Seven independent dimensions of reading attitude and one reading achievement factor were identified, interpreted, and discussed. The findings are encouraging, since they suggest that investigating the expressed reading attitudes of intermediate grade children constitutes a promising line of educational research.

A factor analysis of reading attitudes along with measures of reading achievement and scholastic aptitude

The construct validity of the Survey of Reading Attitudes was investigated through a principal-factor analysis of the 88 items comprising the scale, along with measures of scholastic aptitude and reading skills (vocabulary and comprehension). The sample included 600 students selected so that 200 (100 boys and 100 girls) were obtained from each of the three intermediate grades. The Survey was administered orally to class-size groups, but copies of the booklet were also available to students. The factor structure showed a reading achievement factor along with the following eight dimensions of reading attitude: (1) expressed reading difficulty, (2) reading as direct reinforcement, (3) reading as enjoyment, (4) alternative learning modes, (5) silent vs. oral reading, (6) reading anxiety, (7) reading group, and (8) comics.

Developmental Changes in Reading Attitudes during the Intermediate Grades.

A Survey of Reading Attitudes was administered to 431 intermediate grade students enrolled in three inner-city elementary schools which are part of the Columbus (Ohio) Public Schools. The Survey is a multidimensional instrument which provides measures for eight different dimensions of reading attitude. An ANOVA was performed on scores for each of the eight dimensions to identify developmental changes in reading attitude during the intermediate grades. The results of the ANOVA’s and post hoc comparisons indicated significant patterns of change for the following dimensions: Expressed Reading Difficulty, Reading as Direct Reinforcement, Silent vs Oral Reading, and Comics. In contrast, the Reading as Enjoyment, Alternative Learning Modes, and Reading Group dimensions failed to show appreciable developmental changes.

Locus of control and reading attitude

The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores.

Analysis of Cognitive Abilities for Mentally Retarded Children on the WISC-R

This study investigated the cognitive abilities of 238 retarded children and youth on the WISC-R. The sample consisted of 238 children (135 boys and 103 girls) ranging in ages from 5 yr., 7 mo. to 16 yr., 7 mo., with a mean age of 10 yr., 9 mo. The variation in subtest scores was analyzed by running an analysis of variance for correlated data for the sample’s subtest scores. Individual differences between subtest means were analyzed by Newman-Keuls test for simple effects. Students’ t and Fisher’s F ratios were used to analyze the subtest scale scores of males and females. On the WISC-R Verbal Scale, the boys scored slightly higher than the girls on each of the subtests. The girls excelled on the Coding. Greatest variation in subtest scores occurred in the Object Assembly, while the lowest variation occurred in Picture Arrangement. Evidence from the present study of mentally retarded children’s performance on the WISC-R indicated that the relative strength and/or weakness of this sample is not restricted to either the Verbal or Performance area. Differences among the WISC-R subtests for retarded subjects seem to be as great within the Verbal-Performance areas as they are between them.

Test-Retest Reliability of the Bender-Gestalt for First-Grade Children

The reliability of the Bender was investigated for 144 first-grade children from a suburban school district. The test-retest interval ranged from 9 through 14 days. The Koppitz scoring system was used; reliability coefficients were determined for errors of distortion, rotation, integration, and perseveration as well as for the total score. The total time to reproduce the designs was also included. Magnitudes of the reliability estimates for the separate error categories were too small to justify interpreting scores individually. The reliability estimate for total working time was comparable to that for the total Koppitz score. Working time may be a stable dimension of Bender performance suitable for use in research.

The Relative Importance of the Subtests of the Metropolitan Readiness Test in the Prediction of First Grade Reading and Arithmetic Achievement Criteria.

Summary The regression of five achievement criteria on the six Metropolitan Readiness Test (MRT) subtests was determined for a sample of 100 Ss. The MRT was administered at the end of kindergarten, and the Gates-MacGinitie Reading Test and the arithmetic subtests of the Stanford Achievement Test were administered at the end of first grade. Results indicated that the MRT predicts first grade arithmetic better than it does reading and that Alphabet and Numbers are by far the best predictors among the six subtests of the MRT. A sex difference was present in that girls tended to earn higher scores than boys on the two reading criteria.

Analysis of cognitive abilities of black children's performance on wisc-r

Investigated the cognitive ability of Black children on the WISC-R. The sample was composed of 154 Black children and adolescents (94 males and 60 females), who ranged in age from 6-1 to 15-11 with a mean chronological age of 10-5. The variation in subtest scale scores was analyzed by a 1 × 10 analysis of variance with repeated measures on a single factor. Differences between individual subtest scale scores were analyzed by the Newman-Keuls test for simple effects. The evidence indicates that high subtest scale socres on Comprehension, Picture Completion and Object Assembly (analytical skills) and low scores on Information, Similarities, Vocabulary (verbal comprehension skills) were characteristics of this sample. Findings from the present study indicated that the WISC-R does provide a valid measure of functional or operational intellectual capacity for these Ss.

The validity of two clinical tests of visual-motor perception.

The study investigated the relative efficiency of the Bender and MPD as assessors of achievement-related errors in visual-motor perception. Clinical experience with these two tests suggests that beyond first grade the MPD is more sensitive than the Bender for purposes of measuring deficits in visual-motor perception that interfere with effective classroom learning. The sample was composed of 153 third-grade children from two upper-middle-class elementary schools in a surburban school system in central Ohio. For three of the four achievement criteria, the results were clearly congruent with the hypothesis stated above. That is, SpCD errors from the MPD not only showed significantly higher negative rs with the criteria (reading vocabulary, reading comprehension, and mathematics computation) than Koppitz errors from the Bender, but also accounted for a much higher proportion of the variance in these criteria. Thus, the findings suggest that psychologists engaged in the assessment of older children seriously should consider adding the MPD to their assessment battery.