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Predictors of ability‐achievement discrepancies in children referred for psychoeducational evaluation
Author(s) -
Erchul William P.,
Stacey Dennis C.,
Atwood Carol W.
Publication year - 1986
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(198601)23:1<27::aid-pits2310230105>3.0.co;2-n
Subject(s) - psychology , achievement test , standard score , test score , reading (process) , regression analysis , academic achievement , wechsler intelligence scale for children , test (biology) , clinical psychology , intelligence quotient , developmental psychology , standardized test , cognition , statistics , mathematics education , psychiatry , mathematics , paleontology , political science , law , biology
The present study evaluated a school district's psychoeducational screening program to determine the best predictors of two difference score variables: (a) WISC‐R FSIQ – PIAT reading recognition score and (b) WISC‐R FSIQ – PIAT math score. The study also investigated the merit of using scores from a group‐administered achievement test (CAT) as predictors. Subjects were 61 first through fifth graders initially referred for testing from 1982–1984. Multiple regression analyses indicated: (a) for reading, the SIQ score and the PPVT‐R – CAT reading difference score were significant predictors, together accounting for 27% of the variance, and (b) for math, the PPVT‐R score accounted for 28% of the variance, with additional variables producing nonsignificant increments. Results suggest that CAT scores may prove useful predictors when combined with screening IQ tests to form difference scores.