Examines item bias on Forms L and M of the Peabody Picture Vocabulary Test-Revised in Anglo-American and Mexican-American children (N=132). Analyses indicated bias as measured by differences in item difficulty in both groups; however, there was no clear pattern of items that were more difficult for either group. (LLL)

Principal factor solutions to the WISC-R were compared across race for Anglo and Chicano children. Additional comparisons of factor solutions were made with those for Anglo, Chicano, Black, and Papago students and the WISC-R standardization sample. Substantial congruence occurred across race. The two-factor solution was most appropriate for this…

This study questions the use of a general IQ score as a basis for conclusions relating to studies of intelligence, especially with minority children. Instead, it looks at item-responses from Stanford-Binet tests. Using Guilford's Structure of Intellect Model applied to organismic responses, the authors tallied the item responses. (Author/LA)

Under realistic individual testing conditions there is consistency between the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) with Anglo and bilingual Mexican American children. This investigation failed to indicate any unfairness to the Mexican American child on the WISC-R. (Author)

The predictive validity of WISC-R factor scores was examined with samples from the four sociocultural groups of Anglo, Black, Chicano, and native American Papago. The full scale IQ and verbal comprehension (VC) factor scores were significantly better predictors of achievement as measured by teacher ratings and the Metropolitan Achievement Test.…

Item difficulty patterns of four groups of nonreferred, average children (ages 7 1/2 and l0 1/2)--Anglos, Blacks, Chicanos and Bermudians--were compared on each of the verbal subtests of the Wechsler Intelligence Scale for Children-Revised. Item difficulty curves were remarkably parallel. (Author/HLM)