The effects of types of bilingualism on the performances of learning-disabled and non-learning-disabled students on the WISC-R and the Children's Auditory Verbal Learning Test

Abstract

This study explored the relationship between types of bilingualism and cognitive and verbal abilities as measured by the Wechsler Intelligence Scale for Children--Revised (WISC-R) and the Children's Auditory Verbal Learning Test (CAVLT). Forty three learning disabled and non-learning disabled 10 to 12 year old males were identified as coordinate or compound bilinguals. Age and context of second language acquisition and language usage patterns (Hoffman Bilingual Schedule results) were the criteria for the bilingual type classification. MANOVA analysis of WISC-R scores revealed a significant interaction between LD status and bilingual type. LD compound bilinguals showed significantly lower scores on Bannatyne's (1974) WISC-R Verbal Conceptualization, Sequential and Acquired Knowledge scales. MANOVA analysis of CAVLT variables revealed that CAVLT performance was not affected by the type of bilingualism but showed significant differences for LD status. Implications for the assessment of bilingual LD students are discussed.