This investigation explored the accuracy of six short forms of the WISC-III in estimating the Full Scale IQ of potentially gifted elementary students in Canada. Data from the WISC-III Canadian standardization study served as the analysis sample (n = 192), while WISC-III archival data obtained from a large urban school division in Western Canada was used for the cross validation sample (n = 1,058). When psychometric soundness and clinical utility were considered together with discriminating power, the Dumont-Faro short form (Information, Vocabulary, Picture Completion, Coding, Block Design) emerged as being the best short form for screening potentially gifted elementary students. The use of this short form would save time and resources without sacrificing accuracy. Recommendations for the practical application of the Dumont-Faro short form in school psychology practice are provided.Celie étude se penche sur 1'exactiiude de six versions abrégées de la WISC-lll dans l'évaluation du Q.I. global d'élèves potentiellement doub du niveau élémentaire au Canada. Les données issues de l'etude canadienne de standardisation de la WISC-Ill ont servi d'ichantillon d'analyse (n = 192), tandis que les données d'archives de la WISC.IlI provenant d'une importante division scolaire urbaine situie dans l'Ouest canadien ont été utilisles comme ichantillon de contre-validation (n = 1,058). Quand on tenait compte de la solidité psychametrique et de l'lttilité clin iqi< conjointement avec Ie pouvoir discrim in a tif, la version abrégée de Drrmont-Faro (Information, Vocabitlaire, Complètement d'image, Codage, Test des cubes coloris) s'est avérée la meilleure version abrégée portr le dipistage d'élèves de 1'elementaire potenliellement doues. L'rrtilisation de cette version abrigie ristifterait en une economie de temps et de ressources, sans gue soit compromise 1'exactitude. 4n farmule des recommandations visant 1'application pratiqne de la version abrégée Dumont-Faro dans la pratique de la psychologie scolaire.

This investigation explored the accuracy of a short form of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III} in predicting Full Scale IQ when administered as a separate test. The Dumont-Faro short form (i.e., Picture Completion, Information, Coding, Block Design, and Vocabulary; Dumont & Faro, 1993) was administered to 60 Canadian elementary students who were referred for gifted eligibility purposes. The remaining WISC-III standard subtests, coupled with two supplementary subtests, were administered immediately following the Dumont-Faro short form so that Full Scale IQ scores could be calculated. In order to determine the actual amount of time saved by using the short form, administration times were recorded for each WISC-III subtest. When administered as a separate test, the Dumont-Faro short form IQ scores correlated highly (.88) with the Full Scale IQ scores. Moreover, this instrument reduced the average administration time of the WISC-III standard battery by 55%. It was concluded that the Dumont-Faro short form is an effective screening instrument to use with elementary students who are referred for gifted eligibility purposes in Canada. This instrument can assist school psychologists in meeting increased service demands while still providing effective intellectual assessment.

Correspondence concerning this article should be sent to: Betty Reiter, 473 Hawkford Way NW, Calgary, Alberta T3G 3J6 This article provides an overview of the underlying core deficits (i.e., phonological processing, rapid naming speed, and the "double deficit" hypothesis) believed to be associated with reading disabilities in the word recognition area. In order to emphasize the importance of accurate diagnosis, examples of appropriate intervention strategies for the different deficit areas are presented. This is followed by a general discussion of current assessment practices. Although school systems typically utilize IQ-achievement discrepancy analysis for identifying reading disabilities in children, this procedure appears to have a number of shortcomings. Alternative approaches for identifying children with reading disabilities related to word recognition are offered. Cet article offre un survol des principaux deficits concernant les processus cognitifs fondamentaux censis être associis aux déficiences en lecture. On prisente des exemples de strategles d'intervention appropriées aux diverses sphères de deficits de fafon à souligner l'importance d'un diagnostic precis. Ceci sera suivi d'une discussion ginlrale portant sur les pratiques d'évaluation actuelles. Bien que les systemes scolaires aient en general recours a l'analyse de I'anomalie entre le Q.L et la performance scolaire pour diagnostiquer les dificiences en lecture chez les enfants, il semble que cette procedure contienne plusieurs points faibles. On offre d'autres approches au diagnostic des enfants prisentant des déficiences en lecture.

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