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Informing Stylistic Learning Behavior, Disposition, and Achievement through Ability Subtests--Or, More Illusions of Meaning?
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McDermott, Paul A.; Glutting, Joseph J. – School Psychology Review, 1997
Reports on empirical studies that assessed continuing claims for utility of subtest analysis. Hierarchical regression and discriminate models were used to determine maximum potential of ability subtests to explain variation in academic achievement, stylistic classroom learning, and test-session behavior. Ipsative subtest scores provide no…
Descriptors: Ability Identification, Academic Ability, Academic Achievement, Classroom Environment
The Base Rate Problem and Its Consequences for Interpreting Children's Ability Profiles.
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Glutting, Joseph J.; McDermott, Paul A.; Watkins, Marley M.; Kush, Joseph C.; Konold, Timothy R. – School Psychology Review, 1997
Compares various base-rate procedures with statistical-significance testing approach used by psychologists. Nonlinear multivariate method is used to determine whether children with a learning disability or emotional disturbance are more likely to show unusual subtest patterns than are children from the normative sample of Wechsler Intelligence…
Descriptors: Emotional Problems, Exceptional Child Research, Learning Disabilities, Multivariate Analysis
Distinctions without a Difference: The Utility of Observed versus Latent Factors from the WISC-IV in Estimating Reading and Math Achievement on the WIAT-II
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Glutting, Joseph J.; Watkins, Marley W.; Konold, Timothy R.; McDermott, Paul A. – Journal of Special Education, 2006
This study employed observed factor index scores as well as latent ability constructs from the "Wechsler Intelligence Scale for Children-Fourth Edition" (WISC-IV; Wechsler, 2003) in estimating reading and mathematics achievement on the "Wechsler Individual Achievement Test-Second Edition" (WIAT-II; Wechsler, 2002). Participants…
Descriptors: Measures (Individuals), Memory, Structural Equation Models, Multiple Regression Analysis