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By Jr. Joe L. Martinez

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He administered these tests four times at approximately five month intervals from December 1928 to April 1930 and found that although there were marked correlations in all abilities tested, reading correlated most highly with all the other subtests. Read­ ing had the highest correlation to intelligence. Sanchez concluded that environ­ mental factors were significant and must be taken into account when test results of Spanish-speaking children were interpreted. Specifically, he saw English language ability as one of the most important variables resulting in different IQ scores among the Spanish-speaking children.

2. The Works of George I. Sanchez 33 Sanchez, G. I. The people: A study oftheNavajos. : United States Indian Service, 1948. Sanchez, G. I. Forgotten people: A study of New Mexicans. : Calvin Horn, Publishers, 1967. Sanchez, G. I. The education of bilinguals in a state school system (Doctoral dissertation, University of California, 1934). In Education and the Mexican American. New York: Arno Press, 1974a. Sanchez, G . I . Concerning segregation of Spanish-speaking children in the public schools (Univer­ sity of Texas, Austin, 1951).

Journal of Applied Psychology, 1934a, 18, 765-772. Sanchez, G. I. The implications of a basal vocabulary to the measurement of the abilities of bilingual children. Journal of Social Psychology, 1934b, 5, 395-402. Sanchez, George I. The equalization of educational opportunity—Some issues and problems. The University of New Mexico Bulletin, 1939, 10, 3-47. Sanchez, G. I. New Mexicans and acculturation. New Mexico Quarterly Review, 1941, 11, 61-68. Sanchez, G. I. Pachucos in the making. Common Ground, 1943, 4, 13-20.

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