Simultaneous and successive processes in achievement for learning disabled children.
The relationship between simultaneous and successive dimensions of the Wechsler Intelligence Scale for Children-Revised and achievement areas of the Wide Range Achievement Test were examined by means of separate multiple correlations. The results of these analyses showed that each WRAT subtest produced a significant relationship with both processing modes. Although the magnitude of the relationship was similar for simultaneous and successive dimensions, a more consistent WRAT contribution was found for successive processing. A canonical correlation was utilized to consider the relationship between simultaneous and successive processing and achievement subtests in a single analysis. One significant correlation emerged from this procedure, Rc = 0.45. Further analysis indicated that some 8% of the variance in processing dimensions was redundant with 44% of the variance in achievement. Unlike prior findings with mentally retarded children, the present results indicated that simultaneous-successive dimensions accounted for little variance in classroom achievement.
Brooks
D A
DA
Neurophysiology Laboratory, Ball State University.
Dean
R S
RS
Gray
J W
JW
D000124:Achievement; D000293:Adolescent; D002648:Child; D004522:Educational Status; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D014888:Wechsler Scales