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|a BF432.5.W42 Z34 2006_ZafirisChristina |2 BU-Local |
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|a Performance of Greek-speaking and English-speaking children on the Word Reasoning Subtest of the WISC-IV |h [electronic resource]. |
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|a Miami, Fla : |b Barry University, |c 2006. |
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|a Barry University Theses -- College of Arts and Sciences – Psychology. |
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|a Includes bibliographical references (leaves 29-32) |
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|a Thesis (S.S.P.)--Barry University, 2006. |
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|a Copyright Christina Zafiris. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The use of intellectual assessment tools in Greece has been limited and when used outdated. The most recently and frequently used adapted intelligence test, the Hellenic Wechsler Intelligence Scale for Children-third edition published in 1997 (WISC-III), has been revised and replaced by the fourth edition (WISC-IV). The purpose of the study was to investigate the utility of the Word Reasoning subtest with Greek speaking children. The subtest was translated into Greek by professional translators, back translated by a professor of philosophy highly fluent in both Greek and English and translations viewed by a panel of psychologists well versed in psychoeducational assessment and child development. Participants included 100 Greek speaking children residing in Greece and Cyprus. The Greek-speaking children were matched by gender and age with 100 English speaking children from the standardization sample of the WISC-IV. It was hypothesized that there would be a statistically significant difference between the total raw scores of the two groups and for difficulty level on each item. Results partally supported the hypothesis. There was no statistically significant difference in the total raw score for Greek and for children in the standardization sample. However, there were differences in item difficulty for the groups. Greek children found more difficult items easier than children in the standardization group. Further, implications for practices are discussed concerning the use of translated measures and alternatives in bilingual testing. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Wechsler Intelligence Scale for Children. |
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|a Children |x Intelligence testing |x United States. |
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|a Children |x Intelligence testing |x Greece. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001026/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/10/26/00001/BF432_5_W42 Z34 2006_ZafirisChristina_2thm.jpg |
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|a Theses and Dissertations |
