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The relationship between Wechsler Intelligence Scales for Children -- revised variability of subtest scaled scores and reading achievement gain as measured by the Woodcock-Johnson Tests of Educational Achievement -- revised in children with learning disabilities

Author

Mark Miller, University of the Pacific

Date of Award

1994

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Psychology

First Advisor

Steve Trotter

Abstract

This study identified a sample of children with specific learning disabilities according to Public Law 94-142 criteria. The primary purpose of the study was to examine whether sample member's intravariability of WISC-R subtest scaled scores was related to their reading achievement gain. A second purpose was to determine if any relationship existed between intelligence and reading achievement gain. Eighty-four Resource placed elementary students composed the study sample. They ranged from six to eleven years of age, and were primarily male caucasian. Since 1989, each sample member had been administered the WISC-R once; and , each sample member had been administered the WJTEA-R twice, with at least 12 months separating the two administrations . Results identified no relationship between WSIC-R subtest scaled score scatter and reading achievment gain on the WJTEA-R. A positive correlation was identified be tween intelligence level and academic gains in reading. Important ancillary correlations of significance identified for all subjects included a negative relationship be tween the variable Age and the variables Intelligence , Academic gain, and the WISC-R FD factor . When intelligence was held to within average parameters significant correlations were identified between the variable Achievement and the variables Age and Time (negative), and with the WISC-R FD and VC factors (positive) . Multiple regression analyses indicated the FD factor best able to predict academic gain for this group. It is probable, that in the identification of learning disabled students, that the identification of processing disorders (as with previously sought patterns) is not viable. It may be that the only key characteristics are intellectual level and severe discrepancy.

Pages

130

Recommended Citation

Miller, Mark. (1994). The relationship between Wechsler Intelligence Scales for Children -- revised variability of subtest scaled scores and reading achievement gain as measured by the Woodcock-Johnson Tests of Educational Achievement -- revised in children with learning disabilities. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2281