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Gary Probst wrote:

The commonly used I. Q. test are the Weschler family of tests (WPPSI, WISC,
WAIS). These tests have 10
 sub-test scores, that are combined into two separate standard scores:
performance and verbal. These sub-test scores are scaled from 1 - 19, with 10
being an average score.   The sub-test scores are used to identify LD.  However,
different people use different sub-scores to identify someone who is LD.  While
these tests are supposed to be standardized, different people will give
different weights to the same response.

There is a large amount of literature on these tests.  However, until an MRI can
show a difference in the brain of a person who has been identified as LD, I will
question the whole LD field.

Sharon Hagy wrote:

> I was kind of wondering that myself.  Does the author address IQ testing and
> the role it plays in LD diagnostic?  I don't have much knowledge of either
> IQ tests or the LD tests.   But those of you who do--what do you think?
> Sharon
>
> Sharon Hagy
> Basic Skills Specialist
> Mt. Hood Community College
> (503) 491-7590
> [log in to unmask]
>
> > -----Original Message-----
> > From: Samantha Winn [SMTP:[log in to unmask]]
> > Sent: Friday, December 01, 2000 1:03 PM
> > To:   [log in to unmask]
> > Subject:      Re: book recommendation
> >
> > This is a multi-part message in MIME format.
> > --------------403FAC96B00977892C37110F
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> >
> > I wonder what abandoning IQ testing would do for diagnosing people with
> > learning disabilities?
> >
> > Samantha Winn
> > Marymount University
> >
> > Steven Runge wrote:
> >
> > > This is a multi-part message in MIME format.
> > > --------------3C2210052C03C2ED137E0EB6
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> > >
> > > Hi, folks,
> > >
> > > I'm back after a long absence due to too much work in the trenches.
> > >
> > > Great book:
> > >
> > > Richardson, Ken. The Making of Intelligence. London: Weidenfeld &
> > > Nicolson, 1999.
> > >
> > > I like a good argument, and this book provides. Richardson is not afraid
> > > to trash the whole endeavor of testing for and basing educational
> > > measures on Intelligence Quotients. He argues articulately that not only
> > > do IQ tests not really specify what they're testing, but that most
> > > psychologists studying Intelligence disagree profoundly about what
> > > intelligence is. He discredits "g" as anything but cultural bias, shows
> > > how genetics could have very little to do with a feature like
> > > intelligence even if it existed, and demonstrates how supposedly
> > > "culture-free" intelligence tests based on abstract shapes are the most
> > > culture-laden tests of all. I'm sure he's already receiving bagsful of
> > > hate-mail from psychologists.
> > >
> > > In short, he derides IQ tests & the whole "science" that supports them
> > > as a case of the Emperor's New Clothes (very few other sciences study
> > > something so assiduously that cannot be demonstrated to exist), and
> > > exposes the endeavor as the racist and classist project that it is.
> > >
> > > I suppose you can detect my own biases creeping into this short review.
> > > I do think it is in the interests of  us (who insist that people can in
> > > fact learn how to learn) to lob as many explosive munitions in the
> > > direction of IQ testing (and notions that intelligence is heritable and
> > > basically inalterable) as we can.
> > >
> > > Steve Runge
> > >
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> > > tel;work:315-229-5600
> > > x-mozilla-html:FALSE
> > > org:St. Lawrence University
> > > adr:;;;Canton;NY;13617;USA
> > > version:2.1
> > > email;internet:[log in to unmask]
> > > title:Academic Skills Coordinator
> > > fn:Steve Runge
> > > end:vcard
> > >
> > > --------------3C2210052C03C2ED137E0EB6--
> >
> >
> >
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> > fn:             Samantha Winn
> > n:              Winn;Samantha
> > email;internet: [log in to unmask]
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> > x-mozilla-html: FALSE
> > version:        2.1
> > end:            vcard
> >
> >
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