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Concurrent and predictive validity of the WISC‐R, McCarthy Scales, Woodcock‐Johnson, and academic achievement
Author(s) -
Reilly Thomas P.,
Drudge Owen W.,
Rosen James C.,
Loew Dorene E.,
Fischer Mariellen
Publication year - 1985
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198510)22:4<380::aid-pits2310220404>3.0.co;2-d
Subject(s) - woodcock , psychology , academic achievement , predictive validity , achievement test , developmental psychology , intelligence quotient , wechsler intelligence scale for children , test validity , concurrent validity , cognition , standardized test , psychometrics , mathematics education , ecology , neuroscience , internal consistency , biology
Twenty‐six normal first‐grade children ( M = 7.0 years) were administered the WISC‐R, the McCarthy Scales, and the Woodcock‐Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77‐.95). Correlations between first‐grade ability scores and third‐grade achievement measures also were significant (range .64‐.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock‐Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school‐aged children.