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題名：國小語文學習障礙兒童在「修訂考夫曼兒童智力測驗」與「魏氏兒童智力量表」表現之分析
書刊名：新竹師院學報
作者：黃桂君 引用關係
作者(外文)：Huang, Kuei-chung
出版日期：1998
卷期：11
頁次：頁301-325
主題關鍵詞：學習障礙；Learning disability；K-ABC；WISC-R
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:12
  • 點閱點閱:47
　　　　　本研究旨在探討「修訂考夫曼兒童智力測驗」（K-ABC）與「修訂魏氏兒童智力量表」（WISC-R）在學習障礙組和普通組兒K-ABC與WISC-R的表現。研究樣本各包括四十 名國小普通兒童與語文學習障礙兒童。其主要研究結果如下： 一、兩組兒童在K-ABC智力量表與WISC-R作業智商間均具有中度的相關，其變異重疊程度足以支持K-ABC對兒童智力測量的獨特貢獻。 二、學障組與普通組兒童在K-ABC智力量表與WISC-R全量表變項個體內能力差異形態，僅平行思考量表中之「圓形類推」，WISC-R語文量表中之「類同測驗」、「詞彙測驗」具有顯著差異。 三、K-ABC智力量表各分測驗區別命中率達62.50%；K-ABC智力量表與成就量表各分測驗之區別命中率達92.50%；WISC-R全量表各分測驗之區別命中率達86.25%，均能有效區別學障組與普通組兒童。
　　　　　The purpose of this study was to compare on the perforamces of Kaufmam Assessment Battery for Childern (K-ABC) and Wechsler Intelligence Scale for Children-Revised (WISC-R) for children with learning disabilities (LD) and normal children. The subjects of this study included forty normal students and forty students who had been identified as learning disability with "deviation from grade level" method and placed in the resource rooms for Chinese Language remedial instructions. The major findings of this study were as follows: (1) Moderate correlations between K-ABC and WISC-R in two groups indicated that the same general construct is being measured on both two instruments. This also shows that the K-ABC has enough unique gualities to constribute new information to the assessment of ability. (2) LD students performed significantly different from normal students on the Martix Analogies in the K-ABC Simultaneous Processing Scales, and on the Similarities, Vocabulary of the WISC-R. (3) The subtests of K-ABC Mental Processing Scales had strong power in discriminating between groups with 62.50 accuracy. The subtests of K-ABC Mental Processing Scales and Achievement Scales had strong power in discriminating between groups with 92.5% accuracy. The subtests of WISC-R Full Scald had strong power in discriminating between groups with 62.50 accuracy.
期刊論文
1.盧欽銘(19880600)。考夫曼兒童智力測驗修訂報告。教育心理學報，21，1-16。new window  延伸查詢new window
2.丁振豐、盧欽銘(19890100)。考夫曼兒童智力測驗理論基礎及其驗證性分析。測驗年刊，36，183-204。new window  延伸查詢new window
3.Bracken, B. A.(1985)。A critical review of the Kaufman Assessment Battery for Children (K-ABC)。School Psychology Review，14，21-36。  new window
4.盧欽銘、黃堅厚(1987)。考夫曼兒童智力測驗之修訂初步報告。測驗年刊，34，17-27。new window  延伸查詢new window
5.陳美芳(1988)。「修訂魏氏兒童智力量表」的智力組型分析初探。特殊教育研究學刊，4，21-34。new window  延伸查詢new window
6.Kitson, L.、Brennener, O. C.、Vance, H.、Singer, H.(1983)。WISC-R profile analysis in differentiating LD from ED children。Journal of Clinical Psychology，39，125-132。  new window
7.Smith, D. K.、Martin, M. S.、Lyon, M. A.(1989)。A validity study of the Stanford-Binet: Fourth Edition with students with Learning Disabilities。Journal of Learning Disabilities，22(4)，260-261。  new window
8.Boyd, R.、Hunter, E.、Lyon, M. A.、Smith, D. K.(1988)。Relationship between the K-ABC and WISC-R for students referred for severe learning disabilities。Journal of Learning Disabilities，21(8)，509-513。  new window
9.Wilson, A. K.、Rethazi, M.(1988)。The Kaufman Assessment Battery for Children (K-ABC) in the assessment of learning disabled children。Psychology in the Schools，25，383-391。  new window
10.Reynolds, C. R.(1984)。Critical measurement issues in learning disabilities。The Journal of Special Education，18(4)，451-476。  new window
11.Shaw, D.、Obrzut, J.、Obrzut, A.(1984)。Construct validity the Kaufman Assessment Battery for Children with learning disabled and mentally retarded。Psychology in the Schools，21(4)，417-424。  new window
12.Haddad, F.、Naglieri, J. A.(1984)。Learning disabled children' performance on the Kaufman Assessment Battery。Psychology in the Schools，22，133-141。  new window
13.Obrzut, J. E.、Nelson, R. B.、Obrzut, A.(1987)。Construct validity of the K-ABC with mildly mentally retarded students。American Journal of Mental Deficiency，92，74-77。  new window
14.Naglieri, J. A.(1984)。Use of the WISC-R and K-ABC with learning disabled, borderline mentally retarded and normal children。Psychology in the Schools，22，133-141。  new window
15.Perney, J.、Kroeschell, Z. B.、Klanderman, J. W.(1985)。Comparisons of the K-ABC and WISC-R for LD children。Journal of Learning Disabilities，8(9)，524-527。  new window
16.Schellenberg, R. P.、Henning-Stout, M.、Kramer, J. J.(1987)。The variability of scatter analysis on the WISC-R and SBIS: Examining a vestige。Journal of Psychoeducational Assessment，5，37-47。  new window
17.Forness, S. R.、Kavale, K. A.(1984)。A meta-analysis of the validity of Wechsler scale profiles and recategorizations: Patterns or parodies?。Learning Disability Quarterly，7，136-156。  new window
18.Keith, T. Z.(1986)。Factor structure of the K-ABC for referred school children。Psychology in the Schools，23，241-246。  new window
19.Obrzut, J. E.、Heath, C. P.(1988)。An investigation of the K-ABC, WISCR-R, and W-JPB, Part-Tow, with learning disabled children。Psychology in the Schools，25(4)，358-364。  new window
20.Haddad, F. A.(1986)。The performance of learning disabled children on the Kaufman Assessment Battery of the Children and the Bender-Gestalt Test。Psychology in the Schools，23，342-345。  new window
21.Dean, R. S.(1978)。Distinguishing learning-disabled and emotionally disturbed children on the WISC-R。Journal of Consulting and Clinical Psychology，46，381-382。  new window
22.Clarizio, H. F.、Bennett, D. E.(1987)。Diagnostic utility of the K-ABC and WISC-R/ PIAT in determining severe discrepancy。Psychology in the Schools，24(4)，309-315。  new window
23.Anastasi, A.(1984)。The K-ABC in historical and contemporary perspective。Journal of Special Education，18(3)，357-366。  new window
24.Berk, R. A.(1983)。The value of WISC-R profile analysis for the differential diagnosis of learning disabled children。Journal of Clinical Psychology，39，133-136。  new window
會議論文
1.Lyon, M. A.、Smith, D. K.(1987)。Children with learning difficulties: similarities and differences in cognitive abilities and achievement。沒有紀錄。  new window
2.Smith, D. K.(1986)。K-ABC/ WISC-R relationships for students referred for severe learning disabilities。沒有紀錄。  new window
3.Lyon, M.、Smith, D.(1985)。Referred students' performance on the K-ABC, WISC-R, and Woodcock-Johnson。Las Vegas, NV。  new window
研究報告
1.學習障礙研究小組(1990)。學習障礙學生鑑定標準及就學輔導規劃之研究報告。沒有紀錄。  延伸查詢new window
學位論文
1.陳美芳(1985)。「修訂魏氏兒童智力量表」對國小閱讀障礙兒童的診斷功能之探討(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.黃桂君(1991)。「修訂考夫曼兒童智力測驗」對國小語文學習障礙學生鑑定功能之分析，0。  延伸查詢new window
圖書
1.Crocker, L.、Algina, J.(1986)。Introduction to Classical and Modern Test Theory。Holt, Rinehart & Winston。  new window
2.蔡崇建(1991)。智力的評量與分析。臺北：心理出版社。  延伸查詢new window
3.Wechsler, D.(1974)。Manual for the Wechsler Intelligence Scale for Children-Revised。Psychological Corporation。  new window
4.國立臺灣師範大學教育心理與輔導學系(1988)。修訂考夫曼兒童智力測驗指導手冊。修訂考夫曼兒童智力測驗指導手冊。沒有紀錄。  延伸查詢new window
5.國立臺灣師範大學特殊教育中心(1979)。修訂魏氏兒童智力量表指導手冊。修訂魏氏兒童智力量表指導手冊。臺北。  延伸查詢new window
6.Sattler, J. M.(1988)。Assessment of learning disabilities, disorders, and impairments。Assessment of Children。San Diego。  new window
7.Obrzut, J.、Obrzut, A.(1983)。Study 35。Kaufman assessment battery for Children: Interpretive manual。Circle Pines, MN。  new window
8.Kaufman, N. L.、Kaufman, A. S.(1983)。Kaufman Assessment Battery for Children Administration and Scoring Manual。Kaufman Assessment Battery for Children Administration and Scoring Manual。Circle Pines, MN。  new window
9.Kaufman, N. L.、Kaufman, A. S.(1983)。Kaufman Assessment Battery for Children Interpretative Manual。Kaufman Assessment Battery for Children Interpretative Manual。Circle Pines, MN。  new window
10.Hynd, G.、Hooper, S. R.(1982)。Study 19。Kaufman assessment battery for children: Interpretive manual。Circle Pines, MN。  new window
11.Reynolds, C.、Kamphaus, R.(1987)。Clinical and research applications of the K-ABC。Clinical and research applications of the K-ABC。Circle Pines, MN。  new window
 
 
 
 
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