Using the WPPSI-R with Bilingual Children: Implications for Practice

  title={Using the WPPSI-R with Bilingual Children: Implications for Practice},
  author={Mary diSibio and Thomas Whalen},
  journal={The California School Psychologist},
The purpose of this study was to compare the underlying factor structure of the WPPSI-R for young, nonreferred children across two language groups, bilingual and monolingual. Subjects for the study were children identified according to language background from the WPPSI-R standardization group. A series of LISREL maximum likelihood confirmatory analyses was performed. A best-fitting model was determined for the entire standardization sample (N = 1700) and then tested for invariance across the… 

Using the Illinois test of psycholinguistic ability with bilingual and monolingual language‐impaired children

The current popular case against the use of standardised ability tests in bilingual assessment is not as unequivocal as may be commonly assumed. Evidence currently available indicates that such tests

To What Extent Does Bilingualism Affect Children's Performance on the NEPSY?

  • L. GarrattT. Kelly
  • Psychology
    Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence
  • 2008
The NEPSY is relatively insensitive to cultural factors and appears to be insensitive to bilingualism in the neuropsychological assessment of bilingual children in the United Kingdom.

Atypical development of the cerebellum : impact on language function

Children born very low birth weight (VLBW; <1800 grams) and/or preterm (<33 weeks gestation) frequently have cerebellar hypoplasia, and a constellation of cognitive deficits. The cerebellum, now

Multilingualism was associated with lower cognitive outcomes in children who were born very and extremely preterm

This study determined whether cognitive outcomes differed between very preterm (VPT) and extremely preterm (EPT) children who were monolingual or multilingual when they reached the corrected ages of

Performance of Spanish/English bilingual children on a spanish-language neuropsychological battery: preliminary normative data.

Norms by age are presented on the performance of 108 Spanish/English bilingual children (ages 5-14 years) and are expected to be useful when testing other Spanish/ English bilingual children in the USA.



General-Factor and Specific Variance in the WPPSI-R

Although theorists disagree on the structure of intelligence, many researchers and clinical professionals have documented the practical importance of psychometric g, a general factor that has

Performance of Mexican American Children on Intelligence Tests

The purpose of this study was to consider the relationship of type of intelligence test (verbal with verbal directions, nonverbal with verbal directions, nonverbal with nonverbal directions),

How Biased Are Culture-Loaded Tests?.

The culture-loaded Peabody Picture Vocabulary Test (PPVT) and the culture-reduced Raven's Progressive Matrices(Colored and Standard forms) were examined and compared in terms of various internal

A Confirmatory Factor Analysis of the WPPSI-R

The purpose of this study was to determine the underlying factor structure of the WPPSI-R. Previous factor analyses of the WPPSI generally have supported a two-factor interpretation. Three separate

A longitudinal study of the predictive validity of the system of multicultural pluralstic assessment (SOMPA)

The System of Multicultural Pluralistic Assessment (SOMPA) was initially administered to 700 Anglo, 700 Black, and 700 Hispanic children in California elementary schools in order to develop a

Predictive Validity of the WISC-R with Mexican-American Children.

Specific Variance of the WPPSI Subtests at Six Age Levels.

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was factor analyzed at each of six age levels between 4 and 6½ years through the method of principal factors. A two-factor solution,

Does the WISC‐R measure verbal intelligence for nonenglish‐speaking children?

Zarske, Moore, and Petersen's (1981) article that examined the factor structure of the WISC-R for “diagnosed learning disabled” children was critiqued. These authors concluded that the WISC-R “is an