Interpreter Effects on the WISC Performance of First Grade Mexican-American Children

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Abstract
First grade rural Mexican-American children were tested with the Wechsler Intelligence Scale for Children (WISC) to determine whether the use of a bilingual interpreter would significantly influence their Verbal, Performance, and Total IQ scores. A t-test was used to determine whether significant differences existed between two groups previously equated on the California Test of Mental Maturity Total IQ scores, one of which was tested entirely in English, and the second in English and in Spanish through the use of an interpreter. Results indicate no significant differences between the two groups.

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