TY - JOUR
T1 - Assessing Potentially Gifted Students from Lower Socioeconomic Status with Nonverbal Measures of Intelligence
AU - Shaunessy, Elizabeth
AU - Karnes, Frances A.
AU - Cobb, Yolanda
AU - Shaunessy-Dedrick, Elizabeth
PY - 2004/6/1
Y1 - 2004/6/1
N2 - The screening and identification of gifted students has historically been conducted using verbal measures of intelligence. However, the underrepresentation in gifted programs of culturally diverse children, who may have limited English proficiency or cultural values different from those measured in traditional intelligence tests, has prompted researchers to consider other measures. Nonverbal measures of intelligence have been utilized to increase the number of gifted children from diverse backgrounds. Researchers in the current study sought to increase the number of culturally diverse gifted students at a rural public school enrolling predominantly African-American students from low socioeconomic homes. 169 students in Grades 2 through 6 were assessed using three nonverbal measures of intelligence: the Culture-Fair Intelligence Test, the Naglieri Nonverbal Abilities Test, and the Raven Standard Progressive Matrices. The scores on these nonverbal measures indicated that the Culture-Fair Intelligence Test and the Raven Standard Progressive Matrices identified more students than the Naglieri Nonverbal Abilities Test. A discussion of the results and implications for research are presented.
AB - The screening and identification of gifted students has historically been conducted using verbal measures of intelligence. However, the underrepresentation in gifted programs of culturally diverse children, who may have limited English proficiency or cultural values different from those measured in traditional intelligence tests, has prompted researchers to consider other measures. Nonverbal measures of intelligence have been utilized to increase the number of gifted children from diverse backgrounds. Researchers in the current study sought to increase the number of culturally diverse gifted students at a rural public school enrolling predominantly African-American students from low socioeconomic homes. 169 students in Grades 2 through 6 were assessed using three nonverbal measures of intelligence: the Culture-Fair Intelligence Test, the Naglieri Nonverbal Abilities Test, and the Raven Standard Progressive Matrices. The scores on these nonverbal measures indicated that the Culture-Fair Intelligence Test and the Raven Standard Progressive Matrices identified more students than the Naglieri Nonverbal Abilities Test. A discussion of the results and implications for research are presented.
UR - https://digitalcommons.usf.edu/tal_facpub/132
UR - https://doi.org/10.2466/pms.98.3c.1129-1138
U2 - 10.2466/pms.98.3c.1129-1138
DO - 10.2466/pms.98.3c.1129-1138
M3 - Article
C2 - 15291199
VL - 98
JO - Perceptual and Motor Skills
JF - Perceptual and Motor Skills
ER -