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The primary purpose of this study was to assess certain aspects of the internal structure of the DISCOVER assessment checklist to determine its construct validity. A secondary purpose was to assess gender differences in identifying giftedness using the assessment. The sample of this study consisted of 368 participants from kindergarten, fourth, fifth, and sixth grade levels divided into three subsamples. Participants were from two culturally diverse populations: Navajo Indians and Mexican-Americans. The methodology consisted of correlational analyses and chi-square tests. Separate, but identical analyses were conducted on each subsample. Three questions guided this study: (a) What is the relationship between observers' ratings of participants' problem-solving ability in one activity and their rating of participants in the other activities? (b) What items characterize each of the four rating categories? and (c) What are the gender differences occurring when using the assessment? The results of this study showed low and non significant inter-rating correlations, indicating high discriminant validity of the checklist. Significant, but low to moderately high inter-rating correlations were found between the Storytelling and Storywriting activities across subsamples. R-squared analyses revealed low percentages of variance accounted for, indicating low convergent validity of the checklist. Moreover, a pattern of higher percentages of item checks was found for higher ratings, indicating that observers checked items at a higher frequency rate for participants given higher ratings. Only items characterizing the "Definitely" category were possible to identify because all items represent superior problem-solving skills, thus were mostly checked for participants who demonstrated superior problem-solving processes or products. Items with zero frequencies were identified as well. Chi-square tests for gender by activity revealed significant gender differences in two activities. In Pablo, a significantly higher number of sixth grade boys were rated "Definitely" and in Storytelling, a significantly higher number of fourth and fifth grade girls were rated "Definitely". No significant gender differences were found for any other activity across subsamples. Similarly, no significant overall gender differences were found across subsamples for gifted participants, indicating that equal proportions of males and females are identified through the use of the DISCOVER assessment. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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While research has been performed connecting Multiple Intelligences theory to giftedness, little research has been conducted in either the areas of learning disabilities or Multiple Intelligences theory that speaks to the relationship with each other in a middle school setting. The focus of this study was to explore the use of Multiple Intelligences theory, as defined by the work of Howard Gardner, as an augmentative method of examining the strengths of the learning disabled. Multiple Intelligences theory can be used as a template for educators to use to facilitate the education of the whole child by focusing on what the learning disabled student is capable of doing rather than the more traditional view that often emphasizes deficits. The central purpose of this study was twofold. First was to uncover general intellectual trends of learning disabled students using Gardner's theory of Multiple Intelligences as the theoretical framework. Second was to produce user-friendly information that would enable teachers to assist students in experiencing success at school. The data collected from questionnaires, observations, and interviews looked at the wholeness and integrity of intelligence. In addition, parents and teachers of the learning disabled students selected for the study were contacted to gain further information that enhanced the data collected. The research design, which was descriptive and qualitative in nature, provided data for educators to use in working with learning disabled students. Emphasis was placed on revealing the types of perceived intellectual strengths learning disabled students possess according to Gardner's theory of Multiple Intelligences. Further, the study offered suggestions on how the information obtained can be directly translated into the classroom experience of learning disabled students. It appeared, from this study, that learning disabled students, while having significant learning disabilities, also have many abilities. These abilities and talents can be represented by Gardner's theory. Clearly there is a need for greater attention to be placed on the abilities, strengths, and talents of students who have been labeled learning disabled. Perhaps one day the label will be changed to reflect the learning "abilities" of the student. (PsycInfo Database Record (c) 2022 APA, all rights reserved)