A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). The Otis–Lennon School Ability Test, Eighth Edition and the Stanford
Achievement Test-Tenth Edition were used to collect student data. Results of a MANOVA showed a statistically significant difference between the verbal scores of the two groups, with low-income students scoring significantly lower. A large effect size for the multivariate main effect of income
level on verbal intelligence and verbal achievement scores was found (η
2 = .19). The existence of verbal–nonverbal score discrepancy in low-income students questions the practice of using only nonverbal or nonverbal parts of an IQ test to identify and
place students in gifted programmes. These results also underscore the need to nurture underdeveloped verbal abilities when they occur in low-income students.
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Document Type: Research Article
Faculty of Education, Department of Educational Sciences, Gaziosmanpasa University, Tokat, Turkey
College of Education and Human Development, Department of Educational Psychology, Texas A&M University, College Station, TX, USA
Publication date: January 1, 2016
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