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Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial‐reading program
Author(s) -
Eaves Ronald C.,
Williams Phyllis,
Winchester Katherine,
Darch Craig
Publication year - 1994
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(199410)31:4<261::aid-pits2310310403>3.0.co;2-k
Subject(s) - remedial education , psychology , reading (process) , mathematics education , intelligence quotient , learning disability , test (biology) , variance (accounting) , achievement test , developmental psychology , inclusion (mineral) , standardized test , social psychology , cognition , linguistics , paleontology , philosophy , accounting , neuroscience , business , biology
This study investigated the relative merits of using teacher judgment and the Slosson Full‐Range Intelligence Test to estimate the math and reading achievement of students in a summer remedial‐reading program. The subjects included children in grades kindergarten through six who were enrolled in the Auburn University Summer Clinic. Components analyses showed that the Slosson Full‐Range Intelligence Test recovered substantially more variance from the distributions of the KeyMath‐Revised and the Woodcock Reading Mastery Tests‐Revised than did teacher judgments. Analysis of variance showed that significant differences between the means of the three tests resulted from the inclusion of students with learning disabilities. Implications of the results are discussed.