Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2012
Thesis Director
Gary Canivez
Thesis Committee Member
John Best
Thesis Committee Member
Caridad Brito
Abstract
The purpose of this thesis was to replicate the incremental predictive validity study of observed Wechsler Intelligence Scales for Children- Fourth Edition (WISC-IV) factor index scores in predicting reading and mathematics achievement in a sample of referred children from a Midwestern community. Taken from an archival data set, the sample was composed of 298 students who were evaluated as part of special education referrals ranging from kindergarten through 9th grade. Hierarchical multiple regression analyses were used to assess proportions of reading and mathematics achievement obtained from the Wechsler Individual Achievement Test- Second Edition (WIAT-II) and the Woodcock-Johnson Tests of Achievement-Third Edition (WJ-III) predicted by the observed WISC-IV scores. The results indicated that FSIQ accounted for the majority of reliable achievement score variance and the factor index scores accounted for small portions of nonerror variance. The size of the increment of the factor index scores were too small to be of clinical utility.
Recommended Citation
Hollinger, Shannon, "Incremental predictive validity of the Wechsler Intelligence Scale for Children, fourth edition: Predicting academic achievement with WISC-IV FSIQ and index scores" (2012). Masters Theses. 886.
https://thekeep.eiu.edu/theses/886
