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LARGE VERBAL — NON‐VERBAL ABILITY DIFFERENCES AND UNDERACHIEVEMENT
Author(s) -
WHITTINGTON JOYCE
Publication year - 1988
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1988.tb00894.x
Subject(s) - psychology , developmental psychology , reading comprehension , reading (process) , nonverbal communication , comprehension , linguistics , philosophy
S ummary . In a large‐scale study (over 10,000 11‐year‐olds) of verbal‐non‐verbal ability differences and underachievement it was found that children who had large V‐NV ability differences were more likely to be underachieving in reading comprehension or mathematics or both than children of the same overall ability with more similar V and NV components. The rates for “severe” underachievement (2 standard errors below expectation, based on regression of achievement scores on ability scores) were two to ten times greater among the large V‐NV ability differences group of children, nearly 20 per cent of whom were severely underachieving in reading comprehension, as were over 5 per cent in mathematics.