IQ and neuropsychological predictors of academic achievement

Learning and Individual Differences

Volumn 19, Issue 2, 2009, Pages 238-241

  Mayes, Susan Dickerson ^a   Calhoun, Susan L ^a   Bixler, Edward O ^a   Zimmerman, Dennis N ^a  

^a PENN STATE COLLEGE OF MEDICINE   (United States)

Author keywords

ADHD; IQ; Math; Neuropsychological tests; Reading

Indexed keywords

EID: 77951606930     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2008.09.001     Document Type: Article

References (45)

1. Beery K.E. The Beery-Buktenica Developmental Test of Visual-motor Integration (VMI). 4th ed. rev. (1997), Modern Curriculum Press, Parsippany, NJ
2. Bull R., and Scerif G. Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology 19 (2001) 273-293
3. Catts H.W., Gillispie M., Leonard L.B., Kail R.V., and Miller C.A. The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities 35 (2002) 509-524
4. Dally K. The influence of phonological processing and inattentive behavior on reading acquisition. Journal of Educational Psychology 98 (2006) 420-437
5. Delis D.C., Kramer J.H., Kaplan E., and Ober B.A. The California Verbal Learning Test-Children's Version (1994), Psychological Corporation, San Antonio, TX
6. Fastenau P.S., Shen J., Dunn D.W., Perkins S.M., Hermann B.P., and Austin J.K. Neuropsychological predictors of academic underachievement in pediatric epilepsy: Moderating roles of demographic, seizure, and psychosocial variables. Epilepsia 45 (2004) 1261-1272
7. Gagne F., and St Pere F. When IQ is controlled, does motivation predict achievement?. Intelligence 30 (2001) 71-100
8. Gathercole S.E., and Pickering S.J. Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology 70 (2000) 177-194
9. Glutting J.J., McDermott P.A., Prifitera A., and McGrath E.A. Core profile types for the WISC-III and WIAT: Their development and application in identifying multivariate IQ-achievement discrepancies. School Psychology Review 23 (1994) 619-639
10. Golden C.J., Freshwater S.M., and Golden Z. Stroop Color and Word Test Children's Version (2003), Stoelting, Wood Dale, IL
11. Goodglass H., and Kaplan E. Boston Diagnostic Aphasia Examination Booklet (1983), Lea & Febiger, Philadelphia
12. Gordon M. The Gordon Diagnostic System (1983), Gordon Systems, DeWitt, NY
13. Grooved Pegboard Test. Grooved Pegboard Test instruction/owner's manual (1989), Lafayette Instrument, Lafayette, IN
14. Hooper S.R., Swartz C.W., Wakely M.B., deKruif R.E.L., and Montgomery J.W. Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities 35 (2002) 57-68
15. Kaufman A.S. Intelligent testing with the WISC-III (1994), Wiley, New York
16. Keith T.Z. Latent variable structural equation models: LISREL in special education research. Remedial and Special Education 14 (1993) 36-46
17. Kongs S.K., Thompson L.L., Iverson G.L., and Heaton R.K. Wisconsin Card Sorting Test-64 Card Version (2000), Psychological Assessment Resources, Lutz, FL
18. Kulp M.T. Relationship between visual motor integration skill and academic performance in kindergarten through third grade. Optometry and Vision Science 76 (1999) 159-163
19. Lehto J. Working memory and school achievement in the ninth form. Educational Psychology 15 (1995) 271-281
20. Lindgren S.D., and Koeppl G.K. Assessing child behavior problems in a medical setting: Development of the Pediatric Behavior Scale. In: Prinz R.J. (Ed). Advances in behavioral assessment of children and families (1987), JAI, Greenwich, CT 57-90
21. Mayes S.D., and Calhoun S.L. Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences 16 (2006) 145-157
22. Mayes S.D., and Calhoun S.L. Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology 13 (2007) 469-493
23. Mayes S.D., and Calhoun S.L. WISC-IV and WISC-III predictors of academic achievement in children with ADHD. School Psychology Quarterly 22 (2007) 234-249
24. Mayes, S.D., & Calhoun, S.L. (2008). WISC-IV and WISC-III profiles in children with high- functioning autism. Journal of Autism and Developmental Disorders, 38, 428-439.
25. McGrew K.S., Keith T.Z., Flanagan D.P., and Vanderwood M. Beyond g: The impact of Gf-Gc specific cognitive abilities on the future use and interpretation of intelligence tests in the schools. School Psychology Review 26 (1997) 189-210
26. McLean J.F., and Hitch G.J. Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology 74 (1999) 240-260
27. Neisser U., Boodoo G., Bouchard Jr. T.J., Boykin A.W., Brody N., Ceci S.J., et al. Intelligence: Knowns and unknowns. American Psychologist 51 (1996) 77-101
28. Plaza M., and Cohen H. The contribution of phonological awareness and visual attention in early reading and spelling. Dyslexia 13 (2007) 67-76
29. Psychological Corporation. Wechsler Individual Achievement Test Manual (1992), Psychological Corporation, San Antonio, TX
30. Psychological Corporation. Wechsler Abbreviated Scale of Intelligence Manual (1999), Psychological Corporation, San Antonio, TX
31. Psychological Corporation. Wechsler Individual Achievement Test Second Edition Examiner's Manual (2002), Psychological Corporation, San Antonio, TX
32. Rosselli M., Ardila A., Bateman J.R., and Guzman M. Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children. Developmental Neuropsychology 20 (2001) 355-373
33. Shaywitz B.A., Fletcher J.M., Holahan J.M., and Shaywitz S.E. Discrepancy compared to low achievement definitions of reading disability: Results from the Connecticut Longitudinal Study. Journal of Learning Disabilities 25 (1992) 639-648
34. Shinn M.R., Ysseldyke J.E., Deno S.L., and Tindal G.A. A comparison of differences between students labeled learning disabled and low achieving on measures of classroom performance. Journal of Learning Disabilities 19 (1986) 545-552
35. Sorter J.M., and Kulp M.T. Are the results of the Bery-Buktenica Developmental Test of Visual-Motor Integration and its subtests related to achievement test scores?. Optometry and Vision Science 80 (2003) 758-763
36. St Clair-Thompson H.L., and Gathercole S.E. Executive functions and achievement in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology 59 (2006) 745-759
37. Swanson H.L. Working memory in learning disability subgroups. Journal of Experimental Child Psychology 56 (1993) 87-114
38. Swanson H.L., and Kim K. Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence 35 (2007) 151-168
39. Swanson H.L., Trainin G., Necoechea D.M., and Hammill D.D. Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence. Review of Educational Research 73 (2003) 407-440
40. Thorndike R.L. g. Intelligence 19 (1994) 145-155
41. Tramontana M.G., Hooper S.R., Curley A.D., and Nardolillo E.M. Determinants of academic achievement in children with psychiatric disorders. Journal of the American Academy of Child and Adolescent Psychiatry 29 (1990) 265-268
42. Watkins M.W., Lei P.W., and Canivez G.L. Psychometric intelligence and achievement: A cross-lagged panel analysis. Intelligence 35 (2007) 59-68
43. Wechsler D. WISC-IV technical and interpretive manual (2003), Psychological Corporation, San Antonio, TX
44. Wilkinson G.S. The Wide Range Achievement Test 1993 Edition administration manual (1993), Wide Range, Inc., Wilmington, DE
45. Wise, B.W., Ring, J., & Olson, R.K., (1999). Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology, 72, 271-304. Developmental Neuropsychology, 22, 501-531.