Exploring Interpersonal Meanings of Report Cards and Wisc-V Scores
A Case Study of a Gifted Child
Bibliographic Data
| ID | 21808028 |
|---|---|
| Authors | Yau Ni Wan (0000-0002-7585-1745, Hong Kong Shue Yan University, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 6 |
| Pages | 1664-1675 |
| Publication date | 2024-06-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1406.07 |
| OpenAlex | W4399811696 |
| Language | EN |
| References cited | 10 |
Using a discourse approach, this study examines interpersonal meanings and judgmental resources constructed in academic assessment reports and Wechsler Intelligence Scale for Children—Fifth Version (WISC-V) results. This research opens fresh avenues for analyzing the linguistic and cognitive elements of a gifted child’s early performance. The target child is a gifted student with a Fluid Reasoning score of 132 (98th percentile). In-depth English text analysis was performed on his eight academic report cards from the playgroup, prenursery, kindergarten, first two years of primary school, and one WISC-V test. The appraisal system serves as the study’s theoretical foundation, providing an interpersonal analysis of how behavior is evaluated and judged in the areas of capacity, normality, tenacity, veracity, and propriety. The findings indicate that when teachers’ observations and the WISC-V are integrated, a gifted student’s cognitive abilities and academic performance strengths and weaknesses can be revealed comprehensively. The alignment of teacher evaluations in the areas of languages, mathematics and science, as well as work habits and social attitudes and WISC-V test results, is also examined. This study contributes to the understanding of the behavioural patterns of gifted student and the implications for their education development
Cognition · Developmental psychology · Intelligence quotient · Interpersonal communication · Interpersonal relationship · Psychiatry · Wechsler Intelligence Scale for Children · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Psychology · Social Psychology
The Language of Evaluation
Appraising Research
An Introduction to Functional Grammar
Gifted Children through the Eyes of Their Parents
Mourning
Are we being de‐gifted, Miss?’ Primary school gifted and talented co‐ordinators’ responses to the Gifted and Talented Education Policy in England
The diagnostic utility of the Wechsler Intelligence Scale for Children-Fourth Edition (Wisc-IV) in identification of gifted children
Sociolinguistic Patterns
Working with discourse
An Introduction to Systemic Functional Linguistics
| Highly cited | No |
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