Calculated intra-cognitive strengths and weaknesses of children in grades 1 through 12, using two common criteria for defining exceptionality. Found that an individual's total number of significant intra-cognitive strengths and/or weaknesses has little diagnostic significance as pertains to low- or under-achievement in reading, mathematics, or…

Compares the predictive and concurrent validities of a learning efficiency test with that of another test. Memory factor scores of the learning efficiency test correlated significantly with the other test's scores, with class grades, and with actual grade-level functioning in reading. The learning efficiency test's validity compares favorably to…

Compares the relative utility of teacher ratings versus several kinds of reading-related tests measured in the first grade in predicting third grade levels of reading skills in a sample of predominantly ethnic minority children exposed to poverty. Analyses indicated that, in general, teacher ratings predicted later individual differences in…

This article describes two studies that examined the concurrent and predictive validity of the Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP), a measure for identifying children less than 24 months old who are at risk for communication disorders. Findings support the use of prelinguistic predictors and the important…

Use of acoustic reflectometry was compared with tympanometry in middle ear screenings for 357 children, aged 5 months to 19 years. Results were analyzed according to sex, age, and sensorineural hearing status. Intratest reliability was highly significant and positive predictive accuracy and specificity rates were excellent, but sensitivity rates…

Urban Canadian sixth-graders (n=84) were tested on 80 arithmetic word problems developed as part of a larger set to reflect individual differences in problem solving. Problems varied in complexity of language and amount of extraneous information present. Results indicated substantial internal consistency and concurrent validity relative to…

Examined validity of American College Testing (ACT) Program test scores and self-reported high school grades for predicting grades in 12 types of college freshman courses in English and mathematics in 277 colleges. Found predictions based on ACT scores alone yielded similar or higher median multiple correlations than predictions based on high…

A study of 188 Texas education majors suggests that ACT (American College Testing) scores and GPA are reliable predictors of success on the PPST (Pre-Professional Skills Test) and the ExCET (Examination for Certification of Educators in Texas). Implications for teacher educators are considered. (IAH)

Reports a study that examined the utility of health and exercise locus of control and health and exercise value in predicting exercise behavior in 86 adults. Survey results indicated that exercise locus of control was a better predictor of exercise behavior than a more general measure of health locus of control. (Author/SM)

Examines Nickels's claim that interactive models of lexical access in speech production cannot account for naming data from a group of anomic patients. This paper reiterates that the behavior of connectionist models is not easily predictable without running the appropriate simulations, and discusses the role of frequency in lexical access in…

Methodological issues in geropsychological assessment research are discussed and illustrated through recent investigations. Cross-sectional studies are needed to extend and diversify age norms, and short-term longitudinal studies should be planned to assess the predictive validity of test outcomes and diagnostic profiles of older adults. (SLD)

Two statistical approaches for adjusting grades were tested on data obtained from four American law schools (642 students). Neither item response theory nor the general linear model yielded consistent improvements in the predictive validity of Law School Admission Test scores and undergraduate grades for three schools. (SLD)

Reviews the issues and evidence on "measuring" student intelligence. The construct validity of "intelligence," the role of cultural context as a modifier of the meaning of test results, and the lack of meaningful predictive validity of IQ tests are discussed. Results conclude that measuring intelligence currently has no contribution to…

Teacher-Student Congruence was quantified by comparing 52-item descriptive profiles of 38 at-risk students, completed by both kindergarten teachers and receiving first-grade teachers, and reading achievement scores. Congruence in terms of student readiness, language, and perceptual/motor descriptors evidenced predictive validity. (Author/JDD)

A study of 20 first-year students at a small liberal arts college investigated the extent to which an adaptation of the Student Adjustment to College Questionnaire could predict student disillusionment with college. Results and implications for facilitating student adjustment are examined. (MSE)