The study examines whether the average performance of the population with dyslexia in a working memory measure can be inferred dimensionally from the characteristics of the typical population. Specifically, we focused on Associative Phonological Working Memory (APWM), an ability that we predicted being impaired in dyslexia due to the relationship…

Introduction: The purpose of the present research is aimed at studying the relationship between emotional intelligence as an ability and emotional intelligence as a trait and mental health of a sample of school counsellors. Method: The sample has been made up of 203 school counsellors. The instruments used have been: Mayer-Salovey-Caruso Emotional…

Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children's transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through…

In this article, I describe studies conducted over 25 years with secondary and post-secondary L2 learners in the United States. The evidence from these studies shows that there are important connections between students' early L1 skills and their L2 aptitude and L2 proficiency and that individual differences in students' L1 skills in elementary…

The relationship between measures of IQ and standardized school achievement tests is well established at around r~0.5 when the two are measured in close proximity. The current paper examined the stability of this correlation when comparing elementary school achievement (grades 3-8) and midlife IQ. Iowa Adoption Study participants who had…

Elementary school children (N=41) were administered Kaufman Assessment Battery for Children (K-ABC), Wechsler Intelligence Scale for Children-Revised (WISC-R), and Stanford-Binet. Analyses appeared to support the viability of the K-ABC as measure of the properties of mental functioning that are similar to those measured by WISC-R and…

A study involving 33 children (8-10 years old) found significant relationships between the two tests' full scores. Most of the WJTCA clusters correlated significantly with the WISC-R (Wechsler Intelligence Scale for Children-Revised) verbal scale IQ which suggests a high verbal loading on the WJTCA. (Author/CL)

Reports findings about the relationship between the Kaufman Assessment Battery for Children (K-ABC), the Weschler Intelligence Scale for Children-Revised (WISC-R), and the Stanford-Binet for 40 children with no known impairments. The overall results suggested some support for the use of the K-ABC as a measure of intelligence. (BH)

Compared the Cognitive Levels Test (CLT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 55 children who were referred for remedial educational services. A comparison of the correlations for each of the criterion measures from the WISC-R showed a consistent significant positive relationship with the CLT. (Author/LLL)

Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public…

Significant differences in performance due to task definition were found only on verbal tasks with test instructions yielding superior performance. (Author/RC)

The analysis of WISC scores for 314 school-age twins and 221 of their siblings revealed high concordance of full-scale and verbal IQ for monozygotic twins. The IQ concordance for dizygotic twins, twin-sibling pairs, and sibling pairs were comparable to each other but significantly lower than that for monozygotic twins. (Author/JMB)

Implications for gifted education of the Kaufman Assessment Battery for Children (K-ABC) are discussed. The rationale for using the K-ABC with this population is explained; special administrative features are noted; results of research with the gifted are cited; and practical implications (including its use with gifted minority students) are…

The study compared the performance of 18 elementary-age students with learning disabilities on the Stanford-Binet Intelligence Scale: Fourth Edition and the Kaufman Assessment Battery for Children. Correlations (corrected for restriction of range) between the two instruments were strong. (Author/DB)

Examined subtests scatter on Wechsler Intelligence Scale for Children-Revised by analyzing Verbal-Performance Intelligence Quotient (IQ) discrepancies, subtest scaled-score ranges, and subtests scaled-score standard deviations of 290 psychoeducationally normal 9 year olds whose IQs ranged from 100 to 140+. Found substantial differences on measures…