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Direct linkEmily M. Meyer – ProQuest LLC, 2021
School psychologists use intelligence and academic achievement test scores to understand individual differences in abilities that may be directed towards learning and the learning that has already occurred. To make ethical and effective decisions regarding individualized educational programs and interventions, test users must understand the…
Descriptors: Academic Achievement, Intelligence, Multidimensional Scaling, School Psychologists
Peer reviewedGeary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo – Journal of Educational Psychology, 2017
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…
Descriptors: Longitudinal Studies, Mathematics Achievement, Knowledge Level, Developmental Stages
Swanson, H. Lee; Fung, Wenson – Journal of Educational Psychology, 2016
This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of…
Descriptors: Short Term Memory, Problem Solving, Accuracy, Phonology
Konold, Timothy R.; Canivez, Gary L. – Educational and Psychological Measurement, 2010
Considerable debate exists regarding the accuracy of intelligence tests with members of different groups. This study investigated differential predictive validity of the "Wechsler Intelligence Scale for Children-Fourth Edition". Participants from the WISC-IV--WIAT-II standardization linking sample (N = 550) ranged in age from 6 through…
Descriptors: Intelligence, Written Language, Oral Language, Predictive Validity
Download full textOh, Hyeon-Joo; Glutting, Joseph J.; Watkins, Marley W.; Youngstrom, Eric A.; McDermott, Paul A. – Journal of Special Education, 2004
In this study, the authors used structural equation modeling to investigate relationships between ability constructs from the "Wechsler Intelligence Scale for Children-Third Edition" (WISC-III; Wechsler, 1991) in explaining reading and mathematics achievement constructs on the "Wechsler Individual Achievement Test" (WIAT;…
Descriptors: Psychologists, Structural Equation Models, Mathematics Achievement, Intelligence
Canivez, Gary L.; Neitzel, Ryan; Martin, Blake E. – Journal of Psychoeducational Assessment, 2005
The present study reports data supporting the construct validity of the Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1990), the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991), and the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) through convergent…
Descriptors: Intelligence, Academic Achievement, Construct Validity, Validity
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
