The psychometric measurement of verbal ability with students who live in a bilingual environment is not possible using traditional psychometric technique. One reason for the difficulty is the absence of a normative sample which can be used as a peer group. The peer group will be very difficult to find, because each student's language history varies, and so does the opportunity to acquire a given language. A related problem is that the bilingual student experiences a change in the method of processing information when the second language is learned subsequent to the first.
Details are no longer something to which they attend, both verbally and nonverbally.
This concept was developed to predict academic success in the general population, and has been used in order to predict vocational success. School Psychologists have been assigned the duty of finding this number, and we take this responsibility very seriously. These errors also include programming which is directed at accepting the deficits, tending to perpetuate the learning problems. For example, the child who has a Verbal IQ score of 75 and a performance IQ of 100 is said to learn better visually, so all instruction should include visual materials. If this kind of intervention fails, educators are justified in placing the child in Special Education.