Profile Analysis of the Woodcock Johnson III Tests of Cognitive Abilities With Diverse Preschoolers

• In Event: Roundtable Session 2
  In Roundtable Session: Constructions of Ability: From Psychological to Sociocultural Considerations

Abstract

Abstract

Profile analysis was used to investigate the extent to which cultural factors influence performance of ethnically diverse preschool children on the Woodcock-Johnson Tests of Cognitive Abilities III (WJ-III-COG), a commonly used measure of intelligence. Primary interest centered on whether the cultural load and linguistic demand score profiles differed between diverse and non-minority preschoolers. WJ-III-COG subscales were organized into low, medium and high cultural load and linguistic demand using the Culture-Language Interpretive Matrix (C-LIM). Based on profile analysis results, diverse and nonminority children showed different score patterns on linguistic demand. However, when parental education was controlled, this difference disappeared. Results suggest that when conducting evaluations in a culturally responsive manner, it is important to consider linguistic demand and contextual variables.

Authors

• Maria E. Hernandez Finch, Ball State University

• Brittany A. Dale, Ball State University

• William Holmes Finch, Ball State University

• David E. McIntosh, Ball State University

• Barbara A. Rothlisberg, Ball State University