Relations between Intelligence and Achievement Tests

Comprehensive Handbook of Psychological Assessment: Intellectual and Neuropsychological Assessment

Volumn 1, Issue , 2013, Pages 25-50

  Ramsay, Michael C ^a   Reynolds, Cecil R ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

Intelligence and achievement; Multiple intelligence tests; Pearson correlation coefficients; Prediction; Wechsler tests of intelligence

Indexed keywords

EID: 84957625996     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780471726753.ch3     Document Type: Chapter

References (110)

1. Aiken, L.R. (2000). Psychological testing and assessment (10th ed.). Boston: Allyn and Bacon.
2. American Educational Research Association (AERA), American Psychological Association (APA), and National Council on Measurement in Education (NCME). (1999). The standards for educational and psychological testing. Washington, DC: American Psychological Association.
3. Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan.
4. Arthur, G. (1925). A new point performance scale. Journal of Applied Psychology, 9, 390-416.
5. Blennerhassett, L., Strohmeier, S.J., & Hibbett, C. (1994). Criterion-related validity of Raven's progressive matrices with deaf residential school students. American Annals of the Deaf, 139, 104-110.
6. Boder, E., & Jarrico, S. (1982). The Boder test of reading-spelling problems. New York: Grune and Stratton.
7. Brock, H. (1982). Factor structure of intellectual and achievement measures for learning disabled children. Psychology in the Schools, 19, 297-304.
8. Brooks, C.R., & Riggs, S.T. (1980). WISC-R, WISC, and reading achievement relationships among hearing-impaired children attending public schools. The Volta Review, 82, 96-102.
9. Brown, A.W. (1930). The correlations of non-language tests with each other, with school achievement, and with teachers' judgments of the intelligence of children in a school for the deaf. Journal of Applied Psychology, 14, 371-375.
10. Cantwell, Z.M. (1966). Relationships between scores on the standard progressive matrices (1938) and on the D. 48 test of nonverbal intelligence and three measures of academic achievement. The Journal of Experimental Education, 34, 28-31.
11. Carroll, J.B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, England: Cambridge University Press.
12. Childers, J.S., Durham, T.W., Bolen, L.M., & Taylor, L.H. (1985). A predictive validity study of the Kaufman Assessment Battery for children with the California Achievement Test. Psychology in the Schools, 22, 29-33.
13. Christensen, L.B. (1988). Experimental methodology (4th ed.). Boston: Allyn and Bacon.
14. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
15. Cooper, D., & Fraboni, M. (1988). Relationship between the Wechsler adult intelligence scale-revised and the wide range achievement test-revised in a sample of normal adults. Educational and Psychological Measurement, 48, 799-803.
16. Coveny, T.E. (1973). The Perkins-Binet and verbal WISC as predictors of academic achievement for visually handicapped children. (Doctoral dissertation, Nashville, TN: George Peabody College, 1973).
17. CTB/McGraw-Hill. (1987). Comprehensive test of basic skills, Form U. Monterey, CA: Author.
18. CTB/McGraw-Hill. (1988). California achievement tests, Form E. Monterey, CA: Author.
19. Davis, C.J. (1980). The Perkins-Binet tests of intelligence for the blind. New York: American Foundation for the Blind.
20. Dunn, L.M., & Markwardt, F.C. (1970). Peabody individual achievement test: manual. Circle Pines, MN: American Guidance Services.
21. Elliot, C.D. (1990). Differential Abilities Scales (DAS) Administration and Scoring Manual. San Antonio, TX: The Psychological Corporation.
22. Figueroa, R.A., & Sassenrath, J.M. (1989). A longitudinal study of the predictive validity of the System of Multicultural Pluralistic Assessment (SOMPA). Psychology in the Schools, 26, 5-19.
23. Gall, M.D., Borg, W.R., & Gall, J.P. (1996). Educational research: An introduction. New York: Longman.
24. García, G.M., & Stafford, M.E. (2000). Prediction of reading by Ga and Gc specific cognitive abilities for low-SES White and Hispanic English-speaking children. Psychology in the Schools, 37, 227-235.
25. Gardner, E.F., Callis, R., Merwin, J.C., & Madden, R. (1972). Stanford test of academic skills. New York: Psychological Corporation.
26. Gardner, E.F., Madden, R., Rudman, H.C., Karlsen, B., Merwin, J.C., Callis, R., & Collins, C.S. (1987). Stanford achievement test, seventh edition plus. San Antonio, TX: The Psychological Corporation.
27. Gough, H.G., & Domino, G. (1963). The D. 48 as a measure of general ability among grade school children. Journal of Consulting Psychology, 27, 244-249.
28. Groth-Marnat, G. (1997). Handbook of psychological assessment (3rd ed.). New York: Wiley.
29. Gutterman, J.E. (1983). Correlations of the scores of low vision children on the Perkins-Binet tests of intelligence for the blind, Form U; the Wechsler intelligence scale for children-revised, verbal scale; and the wide range achievement test. (Doctoral Dissertation, Columbus: Ohio State University, 1983).
30. Hayes, S.P. (1941). Stanford Achievement Tests for the blind: New and old. Teachers Forum for Instructors of Blind Children, 14, 2-18.
31. Hieronymus, A.N., & Hoover, H.D. (1986). Iowa tests of basic skills, Form G. Chicago: Riverside.
32. Hooper, S.R. (1987). The relationship between the K-ABC and the Stanford achievement test with reading disabled children. Journal of Psychoeducational Assessment, 4, 401-410.
33. Jastak, J.F., & Jastak, S.R. (1965). The wide range achievement test. Wilmington, DE: Guidance Associates.
34. Jastak, J.F., & Wilkinson, G. (1984). The wide range achievement test: Manual of instructions. Wilmington, DE: Jastak Associates.
35. Kaplan, R.M., & Saccuzzo, D.P. (1997). Psychological testing: Principles, applications, and issues (4th ed.). Pacific Grove, CA: Brooks/Cole.
36. Kamphaus, R.W. (1993). Clinical assessment of children's intelligence. Boston: Allyn and Bacon.
37. Kaufman, A.S. (1972). A short form of the Wechsler preschool and primary scale of intelligence. Journal of Consulting and Clinical Psychology, 39, 361-369.
38. Kaufman, A.S. (1979). Intelligent testing with the WISC-R. New York: Wiley-Interscience.
39. Kaufman, A.S., & Kaufman, N.L. (1983a). Kaufman assessment battery for children: administration and scoring manual. Circle Pines, MN: American Guidance Service.
40. Kaufman, A.S., & Kaufman, N.L. (1983b). Kaufman assessment battery for children: Interpretive manual. Circle Pines, MN: American Guidance Service.
41. Kaufman, A.S., & Kaufman, N.L. (1985). Kaufman test of educational achievement-comprehensive form. Circle Pines, MN: American Guidance Service.
42. Kaufman, A.S., & Kaufman, N.L. (1990). Kaufman brief intelligence test (K-BIT). Circle Pines, MN: American Guidance Service.
43. Keith, T.Z., Kranzler, J.H., & Flanagan, D.P. (2001). What does the cognitive assessment system (CAS) measure? Joint confirmatory factor analysis of the CAS and the Woodcock-Johnson tests of cognitive ability (3rd Edition). School Psychology Review, 30, 89-119.
44. Keith, T.Z., & Novak, C.G. (1987). Joint factor structure of the WISC-R and K-ABC for referred school children. Journal of Psychoeducational Assessment, 4, 370-386.
45. Kelly, M.D., & Braden, J.P. (1990). Criterion-related validity of the WISC-R performance scale with the Stanford achievement test- hearing-impaired edition. Journal of School Psychology, 28, 147-151.
46. Kranzler, J.H., & Keith, T.Z. (1999). Independent confirmatory factor analysis of the cognitive assessment system (CAS): What does the CAS measure? School Psychology Review, 28, 117-144.
47. Lassiter, K.S., & Bardos, A.N. (1995). The relationship between young children's academic achievement and measures of intelligence. Psychology in the Schools, 32, 170-177.
48. Lavin, C. (1996). The relationship between the Wechsler intelligence scale for children-third edition and the Kaufman test of educational achievement. Psychology in the Schools, 33, 119-123.
49. Lobello, S.A. (1991). A short form of the Wechsler preschool and primary scale of intelligence-revised. Journal of School Psychology, 2, 229-236.
50. Luria, A.R. (1980). Higher cortical functions in man (B. Haigh, Trans., 2nd ed., rev., expanded). New York: Basic Books. (Original work published 1962)
51. Madden, R., Gardner, E.F., Rudman, H.C., Karlsen, B., & Merwin, J.C. (1973). Stanford achievement test (SAT). New York: Harcourt, Brace, Jovanovich.
52. McGrew, K.S., Flanagan, D.P., Keith, T.Z., & Vanderwood, M. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools. School Psychology Review, 26, 189-210.
53. McGrew, K.S., & Hessler, G.L. (1995). The relationship between the WJ-R Gf-Gc cognitive clusters and mathematics achievement across the life-span. Journal of Psychoeducational Assessment, 13, 21-38.
54. McGrew, K.S., & Knopik, S.N. (1993). The relationship between the WJ-R Gf-Gc cognitive clusters and writing achievement across the life-span. School Psychology Review, 22, 687-695.
55. McGrew, K.S., & Woodcock, R.W. (2001). Woodcock-Johnson III: Technical manual. Itasca, IL: Riverside.
56. Mercer, J.R. (1979). The System of multicultural pluralistic assessment (SOMPA): Conceptual and technical manual. New York: Psychological Corporation.
57. Naglieri, J.A. (1988). Draw-a-person: A quantitative scoring system. San Antonio, TX: Psychological Corporation.
58. Naglieri, J.A. (1999). How valid is the PASS theory and CAS? School Psychology Review, 28, 145-162.
59. Naglieri, J.A., & Das, J.P. (1997). The cognitive assessment system: Interpretive handbook. Itasca, IL: Riverside.
60. Ollendick, D.G., & Ollendick, T.H. (1976). The interrelationship of measures of locus of control, intelligence, and achievement in juvenile delinquents. Educational and Psychological Measurement, 36, 1111-1113.
61. Paal, N., Skinner, S., & Reddig, C. (1988). The relationship of nonverbal intelligence measures to academic achievement among deaf adolescents. Journal of Rehabilitation of the Deaf, 21, 8-11.
62. Phelps, L., & Branyan, B.J. (1990). Academic achievement and nonverbal intelligence in public school hearing-impaired children. Psychology in the Schools, 27(3), 210-217.
63. Porter, L.J., & Kirby, E.A. (1986). Effects of two instructional sets on the validity of the Kaufman assessment battery for children- nonverbal scale with a group of severely hearing impaired children. Psychology in the Schools, 23, 37-43.
64. Powers, S., Jones, P.B., & Barkan, J.H. (1986). Validity of the standard progressive matrices as a predictor of achievement of sixth and seventh grade students. Educational and Psychological Measurement, 46, 719-722.
65. Prescott, G.A., Balow, I.H., Hogan, T.P., & Farr, R.C. (1986). Metropolitan achievement test (6th ed.). San Antonio, TX: Psychological Corporation.
66. Prewett, P.N., Bardos, A.N., & Naglieri, J.A. (1989). Assessment of mentally retarded children with the Matrix Analogies Test-Short Form, Draw A Person: Quantitative Scoring System, and the Kaufman Test of Educational Achievement. Psychology in the Schools, 26, 254-260.
67. Prewett, P.N., & Farhney, M.R. (1994). The concurrent validity of the Matrix Analogies Test-Short Form with the Stanford-Binet: Fourth Edition and KTEA-BF (academic achievement). Psychology in the Schools, 31, 20-25.
68. Prewett, P.N., & McCaffery, L.K. (1993). A comparison of the Kaufman Brief Intelligence Test (K-BIT) with the Stanford-Binet, a two-subtest short form, and the Kaufman Test of Educational Achievement (K-TEA) Brief Form. Psychology in the Schools, 30, 299-304.
69. Psychological Corporation. (1997). Wechsler adult intelligence scale-third edition (WAIS-III) and Wechsler memory scale-third edition (WMS-III): Technical manual. San Antonio, TX: Author.
70. Ramsay, M.C., & Pashiardis, G. (2001). Recruitment and retention of Texas special educators: Sources, strategies, programs, and evidence for effectiveness. College Station, TX: Institute for School-University Partnerships.
71. Ramsay, M.C. (1998, February). The processing system in humans: A theory. Paper presented at the annual meeting of the Education Research Exchange, Texas A&M University, College Station.
72. Ramsay, M.C. (1997, January). A new theory of cognition and behavior, with applications to depression and other disorders. Paper presented at the annual meeting of the Southwest Educational Research Association, Austin, TX.
73. Ramsay, M.C., & Reynolds, C.R. (2000). Development of a scientific test: A practical guide. In G. Goldstein & M. Hersen (Eds.), Handbook of psychological assessment (3rd ed.), pp. 21-42. New York: Elsevier.
74. Ramsay, M.C., Reynolds, C.R., & Kamphaus, R.W. (2002). Essentials of behavioral assessment. New York: Wiley.
75. Raven, J.C. (1963). Guide to the standard progressive matrices. London: H.K. Lewis.
76. Raven, J.C., Court, J.H., & Raven, J. (1983). Manual for Raven's progressive matrices and vocabulary scales (Research Supplement 1). London: H.K. Lewis.
77. Reynolds, C.R., & Kaufman, A.S. (1990). Assessment of children's intelligence with the Wechsler intelligence scale for children- revised (WISC-R). In C.R. Reynolds & R.W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (pp. 127-165). New York: Guilford.
78. Reynolds, C.R., & Ramsay, M.C. (in press). Understanding, identifying, and avoiding cultural bias in ability tests: An empirical review with recommendations. In J. Graham and J. Naglieri, Handbook of psychological assessment. New York: Wiley and Sons.
79. Rich, C.C., & Anderson, R.P. (1965). A tactual form of the progressive matrices for use with blind children. Personnel and Guidance Journal, 43, 912-919.
80. Roid, G.H., Prifitera, A., & Weiss, L.G. (1993). Replication of the WISC-III factor structure in an independent sample. Journal of Psychoeducational Assessment [WISC-III Monograph].
81. Sattler, J.M. (1992). Assessment of children (2nd ed., rev. & updated). San Diego, CA: Jerome M. Sattler, Publisher, Inc.
82. Sattler, J.M. (2001). Assessment of children: Cognitive applications (4th ed.). La Mesa, CA: Jerome M. Sattler, Publisher, Inc.
83. Shinn, M., Algozzine, B., Marston, D., & Ysseldyke, J. (1982). A theoretical analysis of the performance of learning disabled children on the Woodcock-Johnson Psycho-Battery. Journal of Learning Disabilities, 15, 221-226.
84. Shurrager, H.C. (1961). A Haptic intelligence scale for adult blind. Chicago: Illinois Institute of Technology.
85. Shurrager, H.C., & Shurrager, P. (1964). The haptic intelligence scale for the adult blind: manual. Chicago: Psychology Research.
86. Simpson, R.G. (1982). Correlations between the general information subtest of the Peabody individual achievement test and the full scale intelligence quotient of the WISC-R. Educational and Psychological Measurement, 42, 695-699.
87. Slate, J.R. (1994). WISC-III correlations with the WIAT. Psychology in the Schools, 31, 278-285.
88. Smith, T.C., Smith, B.L., & Dobbs, K. (1991). Relationship between the Peabody picture vocabulary test-revised, wide range achievement test-revised, and Wechsler intelligence scale for children- revised. Journal of School Psychology, 29, 53-56.
89. Spruill, J., & Beck, B. (1986). Relationship between the WAIS-R and wide range achievement test-revised. Educational and Psychological Measurement, 46, 1037-1040.
90. Stedman, J.M., Lawlis, G.F., Cortner, R.H., & Achterberg, G. (1978). Relationships between WISC-R factors, wide-range achievement test scores, and visual-motor maturation in children referred for psychological evaluation. Journal of Consulting and Clinical Psychology, 46, 869-872.
91. Streitfeld, J., & Avery, C. (1968). The WAIS and HIS tests as predictors of academic achievement in a residential school for the blind. The International Journal for the Education of the Blind, 18, 73-77.
92. Sullivan, E.T., Clark, W.W., & Tiegs, E.W. (1970). Short form test of academic aptitude (SFTAA). New York: McGraw-Hill.
93. Teeter, P.A., & Smith, P.L. (1993). WISC-III and WJ-R: Predictive and discriminant validity for students with severe emotional disturbance. Journal of Psychoeducational Assessment [WISC-III Monograph].
94. Thorndike, R.L., Hagen, E.P., Sattler, J.M. (1986). The StanfordBinet intelligence scale: fourth edition. Technical manual. Chicago: Riverside.
95. Tulsky, D.S., & Ledbetter, M.F. (2000). Updating to the WAIS-III and WMS-III: Considerations for research and clinical practice. Psychological Assessment, 12, 253-262.
96. Ulissi, S.M., Brice, P.J., & Gibbins, S. (1989). Use of the Kaufman assessment battery for children with the hearing impaired. American Annals of the Deaf, 134, 283-287.
97. Valencia, R.R. (1990). Clinical assessment of young children with the McCarthy Scales of Children's Abilities. In C.R. Reynolds & R.W. Kamphaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement. New York: Guildford Press.
98. Vance, B., Kitson, D., & Singer, M.G. (1985). Relationship between the standard scores of Peabody Picture Vocabulary Test-Revised and Wide Range Achievement Test. Journal of Child Psychology, 41, 691-693.
99. Watson, B., Goldgar, D., Kroese, J., & Lotz, W. (1986). Nonverbal intelligence and academic achievement in the hearing-impaired. The Volta Review, 88, 151-158.
100. Watson, B.U., Sullivan, P.M., Moeller, M.P., & Jensen, J.K. (1982). Nonverbal intelligence and English language ability in deaf children. Journal of Speech and Hearing Disorders, 47, 199-204.
101. Wechsler, D. (1949). Wechsler intelligence scale for children: Manual. New York: Psychological Corporation.
102. Wechsler, D. (1974). Wechsler intelligence scale for children- revised: Manual. New York: Psychological Corporation.
103. Wechsler, D. (1981). Wechsler adult intelligence scale-revised: Manual. New York: Psychological Corporation.
104. Wechsler, D. (1989). Wechsler preschool and primary scale of intelligence-revised. San Antonio, TX: Psychological Corporation.
105. Wechsler, D. (1991). Wechsler intelligence scale for children-third edition: Manual. San Antonio, TX: Psychological Corporation.
106. Wechsler individual achievement test (WIAT). (1992). San Antonio: The Psychological Corporation.
107. Weiss, L.G., Prifitera, A., & Roid, G. (1993). The WISC-III and the fairness of predicting achievement across ethnic and gender groups. Journal of Psychoeducational Assessment [WISC-III Monograph].
108. Wikoff, R.L. (1978). Correlational and factor analysis of the Peabody individual intelligence test and the WISC-R. Journal of Consulting and Clinical Psychology, 46, 322-325.
109. Woodcock, R.W. (1987). Woodcock Reading Mastery Tests. Circle Pines, MN: American Guidance Service.
110. Woodcock, R.W., & Johnson, M.B. (1989). Woodcock-Johnson psycho-educational battery-revised. Allen, TX: DLM.