In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student…

Childhood overweight and obesity are major public health problems in the United States. Children who experience poverty are 1.5 times more likely to suffer with overweight and 1.6 times more likely to have obesity. The extent to which overweight or obesity exacerbates the negative influence of socioeconomic inequality on child academic outcomes…

Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes--operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)--are significant predictors of academic performance in the general population, little is known about their role among children with superior…

The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6-21 years) of the "Kaufman Test of Educational Achievement-Second Edition, Brief Form," norming sample (N = 1,574). Path analytic models with gender,…

This study investigated the effects of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) taxonomy, together with the effect of the general factor ("g"), on Wechsler Individual Achievement Test, Second Edition (WIAT-II) reading achievement. Structural equation modeling (SEM) and commonality analyses were applied to the…

The purpose of this study was to measure the relationship between the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) IQs and subtest scaled scores of preschool children and their reading achievement in grade one. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested. (Author)

Evaluated ability of Cognitive Levels Test (CLT) to estimate current achievement in mathematics (as measured by KeyMath Revised) and reading (as measured by Woodcock Reading Mastery Tests-Revised) among 38 private elementary and secondary school students. Validity coefficients indicated that CLT scores were moderately to highly correlated with…

Evaluated number of format and direction changes across tests and grade levels of major elementary standardized reading achievement tests. Number of format changes varies from one change every 1.2 minutes on Metropolitan Achievement Test Level E1 to one change every 21.3 minutes on P1 level of Stanford Achievement Test. (Author)

Examines the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence on 194 children. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.…

Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…

Behaviorally disturbed students were administered portions of a test battery including the Peabody Individual Achievement Test (PIAT), and the Stanford Diagnostic Mathematics Test (SDMT). Results on the predictive validity of the instruments for mathematics and reading are given. (Author/ABB)

Study investigated relative merits of using teacher judgment and Slosson Full-Range Intelligence Test (SFRIT) to estimate students' math and reading achievement. Analyses of students enrolled in a remedial-reading program, showed that the SFRIT recovered more variance from the distributions of math and reading tests than did teacher judgment. (RJM)