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Dissertations / Theses on the topic 'Editions for children'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Taylor, Alyson M. "A comparison of the Wechsler Intelligence Scale for Children third edition and the Wechsler Intelligence Scale for Children fourth edition /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524481.pdf.

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2

Huxford, Bonnie L. "Relationships between the California Verbal Learning Test - Children's Version and the Wechsler Intelligence Test for Children - Third Edition." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191107.

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This study looked at the relationship between the 27 indices on the California Verbal Learning Test - Children's Version (CVLT-C) and the 19 scores on the Wechsler Intelligence Test for Children - Third Edition (WISC-III). The sample consisted of 58 children, ages 6-16 from a clinical population. The subgroups with Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and High Ability (HA) were compared to children with no clinical diagnosis (ND) on WISC-III Full Scale IQ, Verbal IQ, and Performance IQ; on CVLT-C Total Recall Trials 1-5; and on CVLC factors of Attention

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3

Bass, Catherine. "Comparability of the WPPSI-R and the Stanford-Binet: Fourth Edition." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500383/.

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The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure diffe

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4

Spencer, Rebecca Ann. "Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtes

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5

Hunt, Madeline S. "A joint confirmatory factor analysis of the Kaufman Assessment Battery for Children, second edition, and the Woodcock-Johnson Tests of Cognitive Abilities, third edition, with preschool children." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379123.

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The purpose of this study was to explore the construct validity of the Kaufman Assessment Battery for Children, Second Edition (KABC-II; Kaufman & Kaufman, 2004a) and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG; Woodcock, McGrew, & Mather, 2001) with a sample of 200 preschool children, ranging in age from 4 years, 0 months to 5 years, 1 1 months, and attending preschool and daycare programs in and around a Midwestern city. This study attempted to determine if the Cattell-Horn-Carroll (CHC) factor structure represented on these tests can be identified with young

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6

Weinberg, Laura Bruder. "The Effects of Depression and Anxiety in Children on the Wechsler Intelligence Scale for Children-Fourth Edition." NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/74.

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Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and a

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7

Lemley, Nello Nicole. "The reliability of the Piers-Harris Children's Self Concept Scale, second edition." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=514.

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8

Dale, Brittany A. "Profile analysis of the Kaufman Assessment Battery for Children, second edition with African American and Caucasian preschool children." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/772.

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9

Simione, Peter Arno. "Comparative effects for learning disability assessment using the revised and third edition Wechsler intelligence scales for children : validity issues /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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10

Perley-McField, Jo-Anne. "The appropriateness of selected subtests of the Stanford-Binet Intelligence Scale, Fourth Edition for hearing impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29000.

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This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ). To assess appropriateness, several procedures were employed comparing data gathered from

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11

Bertelson, Rachel Samantha. "Symptom Changes in Children and Adolescents With Internalizing Conditions During Treatment." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4040.

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Mental health conditions, such as internalizing disorders, in children and adolescents have been attributed to higher than expected levels of high school dropouts, juvenile crimes, and suicide. Previous research studies provide limited information on factors influencing treatment success for children and adolescents diagnosed with internalizing disorders. This study utilized a nonequivalent comparison group design gathered from an archived data set from a sample of children and adolescents (N = 215) who participated in an intensive outpatient managed mental health care treatment program. Self-

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12

Souza, Luciano Portes de. "Validação do Movement Assessment Battery for Children - second edition checklist para a língua portuguesa." Universidade do Estado de Santa Catarina, 2012. http://tede.udesc.br/handle/handle/246.

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Made available in DSpace on 2016-12-06T17:06:53Z (GMT). No. of bitstreams: 1 LUCIANO PS.pdf: 889846 bytes, checksum: 573e8b7a007874f156d7071a1cc603f8 (MD5) Previous issue date: 2012-03-01<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The battery assessment for motor evaluation, Movement Assessment Battery for Children - Second Edition (MABC-2), composed of motor tests and a questionnaire (MABC-2 Checklist), has been used and tested in various nationalities to identify children with motor problems. However, due to cultural differences between the country of origin of the p

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13

Noh, Jina. "Examining the psychometric properties of the second edition of the Assessment, evaluation, and programming system for three to six years : AEPS test 2nd edition (3-6) /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201696.

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Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-156). Also available for download via the World Wide Web; free to University of Oregon users.

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14

Troyka, Rebecca J. "An investigation of item difficulty in the Stanford-Binet intelligence scale, fourth edition." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560300.

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Introduced in 1986, the Stanford-Binet Intelligence Scale: Fourth Edition differs radically from its predecessors. Because of the adaptive testing format and the limited number of items given to each subject, it is especially important that consecutive levels in each of the tests increase in difficulty. The purpose of this study was to investigate the progression of difficulty among items in the Fourth Edition.Three hundred sixty-four subjects f iii Indiana who ranged in age from 3 years, 0 months to 23 years, 4 months were administered the Fourth Edition. The study was limited to those subjec

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15

Breslin, Casey Marie Rudisill Mary E. "Effects of visual supports on the performance of the Test of Gross Motor Development (Second Edition) by children with autism spectrum disorder." Auburn, Ala, 2009. http://hdl.handle.net/10415/1739.

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16

Tucker, Sandra K. "A validation study of the general purpose abbreviated battery of the Stanford-Binet : fourth edition used in the reevaluation of learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720164.

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At the same time that research has raised questions about the efficiency, cost effectiveness and overall value of triennial reevaluation in special education programs, school psychologists have expressed a desire to spend less time in psychometric testing. This study examined the effects of using the General Purpose Abbreviated Battery of the Stanford-Binet: Fourth Edition (Binet GP) in the triennial reevaluation of learning disabled students.The Binet GP, Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement-Brief Form (Kaufman BF) were give

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17

Alvarez, Zoe Claire. "Gender Equivalence as Perceived by Students, Parents, and Teachers on the Behavior Assessment System for Children, Second Edition." Thesis, Chapman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707565.

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<p> Prejudice and discrimination based on gender occurs within the referral and assessment process of students' social, emotional, and behavioral functioning. Gender disproportionality has received little attention in special education research (Sullivan & Bal, 2013), yet researchers have found that males are more likely than females to be identified as having learning disability, cognitive disability, emotional disability, other health impairment, speech-language impairment, and low-incident disability (Coutinho & Oswald, 2005). Gender is often discussed as a risk factor for several

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18

Pearce, Richard William. "The effect of word-processing experience on editing while composing." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28967.

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This study investigated the implications of using computers in the writing process. The purpose was to determine whether there was a difference between two groups in their editing and revising techniques and their attitude towards writing. It was hypothesized that students who had had three years experience with computer writing would use more sophisticated forms of editing and would feel more positive toward writing than those students who had only a single year of writing with the computer. Two groups of seventh-grade students were identified: the One-year Group consisted of students who ha

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19

Palmer, Hanli. "Normative indicators for grade 3 and grade 7 isiXhosa-speaking children on the Bender Visual-Motor Gestalt Test (Second Edition)." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/6346.

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Selecting appropriate normative data for the purpose of evaluating psychometric test scores forms an integral part of the interpretative psychological assessment process. This highlights the well-known problem of utilising measures developed in the United Kingdom (UK), or the United States (US) and accepting their norms unreservedly for the practice on local populations, which questions the tests’ validity and reliability. The current study, which aimed to collect normative indicators on the Bender Gestalt Test (Second Edition), forms part of the continuing effort to develop norms for psycholo

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20

Rey, Yasmin. "Evaluation Of The Internal Structural Validity Of The Diagnostic And Statistical Manual Of Mental Disorders (Fourth Edition) Anxiety Disorders In Children And Adolescents." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/257.

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The purpose of the present dissertation was to evaluate the internal validity of symptoms of four common anxiety disorders included in the Diagnostic and Statistical Manual of Mental Disorders fourth edition (text revision) (DSM-IV-TR; American Psychiatric Association, 2000), namely, separation anxiety disorder (SAD), social phobia (SOP), specific phobia (SP), and generalized anxiety disorder (GAD), in a sample of 625 youth (ages 6 to 17 years) referred to an anxiety disorders clinic and 479 parents. Confirmatory factor analyses (CFAs) were conducted on the dichotomous items of the SAD, SOP, S

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21

Bour, Jennifer L. "Comparing Parent Ratings of Referred Preschoolers on the Child Behavior Checklist and Behavior Assessment System for Children - Second Edition." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/9/.

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22

Ng, Agnes Oi Kee. "Relationships among the Stanford-Binet Intelligence Scale : Fourth Edition, the Peabody Picture Vocabulary test-Revised and teacher rating for Canadian Chinese elementary age students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31247.

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The use of standardized tests in the assessment of ethnic students who speak English as a second language has become an important issue in Canada due to the increasing number of immigrant students in the school system. The subjects of this study were a group of 34 Canadian born, bilingual Chinese third graders with at least three years of schooling in English. They were tested on two standardized tests and the results were compared with the standardization population. The study also investigated the correlations among these two measures and an informal teacher rating scale. The subjects were

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23

Louison, Korinne Gillian. "Assessing the cross-cultural validity of the Wechsler Intelligence Scale for Children (4th edition) for use in Trinidad and Tobago." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/18733/.

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More than ten years after its publication, there has been no prior attempt to investigate the validity of the WISC-IV (Wechsler, 2003) for use in Trinidad and Tobago (T&T). This thesis is the first to assess the fit of a cross-cultural interpretive model of WISC-IV (US) measured intelligence in T&T children. The primary objectives were to: ascertain the psychometric properties of the WISC-IV (US); determine how the WISC-IV (US) subtests are associated with specified antecedent environmental variables; examine the relationship between WISC-IV(US) global ability and academic achievement; assess

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24

Hammond, Courtney Lynn. "Agreement Between Parent and Teacher Ratings of Social Communication Abilitieson the Children's Communication Checklist-Second Edition." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7485.

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The Children's Communication Checklist-Second Edition (CCC-2) is a behavior rating scale developed to address the difficulties of assessing social communication in children. It was designed to be completed by a parent rater. However, since it would be helpful to know the extent to which ratings are context-dependent, this study looked at the agreement between parent and teacher ratings on the CCC-2 as well as the percent agreement on the severity of disorder. Twelve parent-teacher pairs completed the CCC-2 for children who had a documented developmental language disorder with specific impair

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25

Sanders, Sarah J. "A joint confirmatory factor analysis of the Differential Ability Scales and the Woodcock-Johnson Tests of Cognitive Abilities-third edition." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292039.

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26

Karlsson, Therése, and Hanna Lawrence. "English as a Second Language for Kenyan Children in Primary School : A Trial of the Spoken Language Assessment Profile – Revised Edition." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119193.

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Sub-Saharan Africa is a multilingual environment and there is a lack of materials available for speech and language assessment in this area (Hartley & Krämer, 2013). The norms for assessment material cannot be used for both monolinguals and bilinguals, since bilinguals may have different levels of knowledge in their languages (Kohnert, 2010). The Spoken Language Assessment Profile – Revised edition (SLAP-R) is an assessment that can be used to evaluate English as a second language (ESL) in Sub-Saharan Africa. The purpose of this instrument is an attempt to fill the gap of suitable speech a

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27

Siders, Jennifer J. "A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003sidersj.pdf.

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28

Blood, Beverly A. "The relationship between achievement on the test of cognitive skills and the Stanford-Binet intelligence scale : fourth edition for elementary school students." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720137.

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For many school psychologists the constraints of time create a need to identify an instrument that can be used to screen students referred for comprehensive psychoeducational evaluations. This study examined the relationship between scores students obtained on the group-administered Test of Cognitive Skills (TCS) and those they obtained on the individually administered Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). Comparisons were made between the Cognitive Skills Index (CSI) and Sattler's Factor scores from the SB:FE, and between the CSI and the SB:FE Composite score.The subjects

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29

Garcia, de Alba Roman. "Using the Developmental Indicators for the Assessment of Learning - third edition as a screener for young children: a comparison of the psychometric properties between the English and Spanish-speaking standardization samples." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5824.

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Demographic data show that public schools are faced with meeting the academic demands of a population that is becoming more ethnically and linguistically diverse. Preventative steps can give schools the opportunity to address the needs of its students before systemic inefficiencies can negatively impact student academic outcomes. For this reason, it is important that school psychologists remain vigilant regarding the most efficient and cost effective means to identify problems early. Since Spanish is the most prevalent language of children in the schools other than English, there is a need for

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30

Grondhuis, Sabrina Nicole. "Comparison of the Leiter International Performance Scale-Revised and the Stanford-Binet Intelligence Scales, 5th Edition in Children with Autism Spectrum Disorders." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276739372.

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31

Salava, Jennifer Anne. "Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and The Differential Ability for Young Children with speech and language delays." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004salavaj.pdf.

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32

Shaw, Lindsay Anne. "The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population." NSUWorks, 2010. http://nsuworks.nova.edu/cps_stuetd/65.

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This research involves an investigation of the construct validity of the Wechsler Intelligence Scale for Children-; Fourth Edition (WISC-IV) when compared to the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) to provide evidence for the utility of using the WISC-IV in assessing cognitive abilities according to the Cattell-Horn-Carroll (CHC) theory. The study was conducted using archival data consisting of 92 children and adolescents between the ages of 6 years and 16 years, 11 months referred for a comprehensive neuropsychological evaluation at a university-affiliated assessmen

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33

MARTIN, JENINE M. "CORRELATIONS BETWEEN THE SCAN-C TEST FOR AUDITORY PROCESSING DISORDERS IN CHILDREN-REVISED AND THE CLINICAL EVALUATION OF LANGUAGE FUNDAMENTALS, THIRD EDITION LANGUAGE ASSESSMENT TOOL." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054742639.

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34

Martin, Jenine M. "Corelations between the SCAN-C test for auditory processing disorders in children-revised and the clinical evaluation of language fundamentals, third edition language assessment tool." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=1054742639.

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35

Williams, Tasha H. "A joint-confirmatory factor analysis using the Woodcock-Johnson III tests of cognitive ability and the Stanford-Binet Intelligence Scales, fifth edition, with high achieving children." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318454.

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A considerable about of research has concentrated on studying the performance of high achieving children on measures of intellectual functioning. Findings have indicated high achieving children display differences in performance patterns as well as in the cognitive constructs measured when compared to their average peers. The conceptualization of intelligence has evolved over time and contemporary theories of intelligence have described cognitive ability as consisting of multiple constructs which are often interrelated. Currently. one of the most comprehensive and empirically supported theorie

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36

Saunders, Cory D. "Interparental and child-parent agreement on childhood psychopathology as assessed by the Personality Inventory for Children, Second Edition, PIC/2, and the Personality Inventory for Youth, PIY." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30928.pdf.

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37

Vergez-Sans, Cécile. "Edition et création : les collections d'albums pour la jeunesse depuis les années 1960." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0304.

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La thèse, construite sur des fonds d’archives inédits et de nombreux entretiens, porte sur les collections éditoriales d’albums pour enfants depuis les années 1960. Elle montre comment s'articulent et s’affrontent création et édition afin de proposer une réflexion sur la création éditoriale. Après un rappel des formes historiques, une cartographie des modèles de collections d’albums depuis les années 1960 est mise au jour. Loin d’être des lieux neutres, les collections font l’objet de contestations au tournant des années 1960-1970. La thèse analyse comment, dans de nouveaux contextes, les posi

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38

Gottardi, Pierandrea. "«Wordes bolde». Evoluzione stilistica dal "Roman de Horn" a "King Horn" a "Horn Childe"." Doctoral thesis, Università degli studi di Trento, 2022. http://hdl.handle.net/11572/349915.

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The doctoral thesis compares the style of the “Romance of Horn”, “King Horn”, and “Horn Childe and Maiden Rimnild”. Each of them is a different version of the same story; the first is an Insular French romance, the second and third are Middle English romances. The stylistic analysis is both quantitative and qualitative, and it is developed employing the lemmatized edition of each witness of each version. The work begins with an introduction to the concept of style. The first chapter focuses on a review of the literature regarding each version, considering specifically the witnesses and textual

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Недзельська, Олександра. "Ілюстрації казок-бестселерів світової дитячої літератури як прояв естетики сьогодення". Магістерська робота, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/19568.

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У магістерській дипломній роботі проведено дослідження особливостей ілюстрації казок-бестселерів у дитячих виданнях. Прослідковано історію виникнення та розвиток ілюстрації дитячої книги, а саме, казок та їх бестселерів. Проаналізовано сучасні тенденції, стиль, дизайн та методи графічного проектування дитячої книги. Проведено аналіз ілюстрації казок-бестселерів американських, європейських та українських художників-ілюстраторів. У ході дослідження було визначено, що мальописи позитивно впливають на загальне сприйняття дитиною літературного твору, казки. Отримані результати були використані для

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40

Guijarro, Arribas Delia. "Du classement au reclassement : sociologie historique de l'édition jeunesse en France et en Espagne." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0133.

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Cette thèse cherche à comprendre et expliquer l’interdépendance entre l’évolution des pratiques classificatoires des éditeurs jeunesse et la construction d’un sous-espace éditorial autonome, intégré et doté d’une forte puissance de légitimation. Ce travail vise ainsi à restituer à partir des exemples de deux pays – la France et l’Espagne – les contours de l’édition jeunesse d’un point de vue national et transnational. À travers l’étude des systèmes de classification du marché éditorial jeunesse dans deux sous-champs nationaux et deux aires linguistiques cette recherche s’inscrit au croisement

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White, Hollie Crystal. "An annotated edition of Anna Letitia Barbauld's Hymns in prose for children." 2003. http://purl.galileo.usg.edu/uga%5Fetd/white%5Fhollie%5Fc%5F200305%5Fma.

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Knoll, Valerie Ann. "Clinical and adaptive skill characteristics of children with autistic spectrum disorders using the Behavior Assessment System for Children, Second Edition." 2008. http://proquest.umi.com/pqdweb?did=1542143931&sid=7&Fmt=2&clientId=39334&RQT=309&VName=PQD.

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Thesis (Ph.D.)--State University of New York at Buffalo, 2008.<br>Title from PDF title page (viewed on Nov. 20, 2008) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Volker, Martin A. Includes bibliographical references.

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Hsiang-Hui, Wang, and 王湘慧. "Responsiveness of the Peabody Developmental Motor Scales-Second Edition for Children with Cerebral Palsy." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/53233962494539047183.

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碩士<br>國立臺灣大學<br>物理治療學研究所<br>92<br>Abstract Purposes. The purpose of this study was to examine the test-retest reliability, the extent of the responsiveness and the severity and age effects on score changes of the gross motor domain of the Peabody Developmental Motor Scales-Second Edition (PDMS-2) for children with cerebral palsy. Methods. A proportional sampling method was used to recruit 32 children with cerebral palsy aged from 24 to 65 months, who then received regular physical or occupational therapy. The recruited children were evenly distributed based on age (<48mo. /≧48mo.),

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Cassoojee, Zainub. "Comparative analysis of test performance of South African learners on index/scales of the Wechsler Intelligence Scale for Children, Fifth edition (WISC-V) and the Kaufman Assessment Battery for Children, Second edition (KABC-II)." Thesis, 2020. https://hdl.handle.net/10539/31388.

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A research report submitted in partial fulfilment of the requirements for the degree of Master of Education in Educational Psychology, Faculty of Humanities, School of Human and Community Development, 2020<br>The use of psychological assessment for the purposes of placement, diagnosis, curricular planning, and intervention is widespread among South African practitioners. However, test development within South Africa is scarce, which results in the use of internationally developed measures that have not been standardised or normed for the South African population. This practice brings into que

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Seedat, Zaheera. "Comparing the performance of English First Language and English Additional Language children on the Kaufman Assessment Battery for Children (2nd Edition) Knowledge Scale." Thesis, 2020. https://hdl.handle.net/10539/31389.

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A research report submitted to the Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education in Educational Psychology by Coursework and Research Report, 2020<br>Psychological assessment is often seen as a controversial process due to the numerous factors which influence a child’s performance on cognitive assessment measures; one being the child’s English language proficiency. This research aimed to investigate and compare the performance of English First Language (EFL) a

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Liaw, Chii-Yan, and 廖杞燕. "A Study of the Story of Children’s Edition of Zhuang-zi’s Fables." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/snf4uj.

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碩士<br>國立臺東大學<br>兒童文學研究所<br>92<br>A Study of the Story of Children’s Edition of Zhuang-zi’s Fables Student : Liaw, Chii-Yan National Taitung University The Graduate Institute of Children’s Literature Abstract This study mainly analyzes on eighteen contexts related to children’ fables rewritten from fablesof Zhuang- Zi.We discuss on the following topics: implied meaning, characters, plots and wording techniques of rewritten fables.In the conclusion, we summarize the principles and techniques of rewritten Fables of Zhuang-zi.

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Patel, Sunita. "Relationship between the Wechsler Intelligence Scale for Children - fourth edition (WISC-IV) subtests and reading ability." Thesis, 2009. http://hdl.handle.net/10539/7209.

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This research report attempts to identify the relationship between subtests of the Wechsler Intelligence Scale for Children (WISC-IV) and reading, using the Neale Analysis of Reading – Revised (NEALE-R). The subtests of the WISC-IV used for this study are Vocabulary, Similarities, Comprehension, Word Reasoning and Digit Span. These subtests have similar properties to the skills needed for reading. The study included a sample of 33 Grade 2 boys and girls attending an English-medium, private school in Gauteng. Parametric and non parametric tests were run on the sample due to the small siz

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Shu, Ya-Yi, and 許雅怡. "Reliability of Movement Assessment Battery for Children Test and Test of Gross Motor Development Second Edition." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/22696134290506797296.

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碩士<br>國立臺灣體育學院<br>體育研究所<br>93<br>Abstract 　　Purpose：The purpose of this study was to examine the inter- and intra-rater reliability between a therapist and a physical education teacher scoring in the Movement Assessment Battery for Children test（Movement ABC test）and the Test of Gross Motor Development-Second Edition（TGMD-2）. Method：Participants were 128 children who were randomly divided into two groups, aged 7-10. Two evaluators（a therapist and physical education teacher）used the Movement ABC test and TGMD-2 individually. The intra-class correlation coefficients（ICCs） was used to determine t

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"Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14243.

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abstract: The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory

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"Longitudinal Factor Structure of the Wechsler Intelligence Scale for Children-Fourth Edition in a Referred Sample." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15041.

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abstract: Standardized intelligence tests are some of the most widely used tests by psychologists. Of these, clinicians most frequently use the Wechsler scales of intelligence. The most recent version of this test for children is the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV); given the multiple test revisions that have occurred with the WISC, it is essential to address evidence regarding the structural validity of the test; specifically, that the internal structure of the test corresponds with the structure of the theoretical construct being measured. The current stud

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