Wechsler Abbreviated Scale of Intelligence

By R. Dumont, John O. Willis, Kathleen Veizel, Jamie Zibulsky. 2014

5,279 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/35f60d6a6bcb1a02f19d01dfd50959ae197ddc1f

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs? (2014, background): “The participants were not limited to those with identified ID and included 292 Exceptional Children 291 students with IQs in the borderline range (70–80) who were identified based on teacher recommendation and performance on an abbreviated measure of intelligence (i.e., Wechsler Abbreviated Scale of”
The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, methodology): “Nonverbal reasoning was assessed only in Grade 3, given that it is relatively stable (Wechsler, 1999).”
Inclusion Versus Specialized Intervention for Very-Low-Performing Students (2015, methodology): “We administered the twosubtest Wechsler Abbreviated Scales of Intelligence (WASI; Wechsler, 1999) to all students who met the risk criterion; because the studies were not about intellectual disability, we excluded children with t scores below the 9th percentile on both subtests.”
Test Review: Wechsler Abbreviated Scale of Intelligence, Second Edition (2013, neutral): “During revision, there were three goals: enhancing the link between the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV; Wechsler, 2003) and the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV; Wechsler, 2008a), increasing user-friendliness, and improving psychometric pr”
Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions (2016, methodology): “Because this study was not about intellectual disability, we administered the two-subtest Wechsler Abbreviated Scales of Intelligence (WASI; Wechsler, 1999) to students who met the risk criterion and excluded 18 children with T-scores below the 9th percentile on both subtests.”
Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. (2016, neutral): “88); and onWechsler Abbreviated Scale of Intelligence (WASI; Wechsler, 1999), 92.”