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The relationship between young children's academic achievement and measures of intelligence
Author(s) -
Lassiter Kerry S.,
Bardos Achilles N.
Publication year - 1995
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(199507)32:3<170::aid-pits2310320303>3.0.co;2-k
Subject(s) - psychology , academic achievement , developmental psychology , test (biology) , scale (ratio) , construct validity , test validity , construct (python library) , achievement test , intelligence quotient , wechsler preschool and primary scale of intelligence , psychometrics , clinical psychology , standardized test , mathematics education , wechsler intelligence scale for children , cognition , psychiatry , paleontology , physics , quantum mechanics , computer science , biology , programming language
To test the construct validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI‐R, the Kaufman Brief Intelligence Scale (K‐BIT), Draw‐A‐Person: Quantitative Scoring System (DAP:QSS), and the K‐ABC Achievement Scale were administered to 50 kindergarten and first‐grade children. Results indicated that all measures provide similar scores, all in the average range. All brief measures related significantly to academic achievement. Implications of the findings are discussed, and a battery for screening young children is offered.