Incremental validity of WISC-III profile elevation, scatter, and shape information for predicting reading and math achievement.
The use of cognitive subtest profiles to hypothesize about children's learning strengths and weaknesses implicitly assumes that subtest profiles are predictive of academic performance. To test this assumption, Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest profiles were decomposed into elevation, scatter, and shape components and sequentially regressed onto reading and math achievement scores for 1,118 nonexceptional and 538 exceptional students. Profile elevation was statistically and practically significant for both exceptional (R = .36-.61) and nonexceptional (R = .72-.75) students. Profile scatter did not aid in the prediction of achievement. Profile shape accounted for an additional 5%-8% of the variance in achievement measures. It was concluded that using WISC-III subtest scatter and shape to predict academic performance was not supported by the accumulated scientific evidence.
Watkins
M W
MW
Department of Educational and School Psychology and Special Education, Pennsylvania State University, 227 CEDAR Building, University Park, Pennsylvania 16802, USA. mww10@psu.edu
Glutting
J J
JJ
D000293:Adolescent; D000342:Affective Symptoms / Q000175:diagnosis / Q000523:psychology; D002648:Child; D002671:Child, Exceptional / Q000523:psychology; D004522:Educational Status; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis / Q000523:psychology; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology; D008297:Male; D008433:Mathematics; D011594:Psychometrics; D011932:Reading; D012016:Reference Values; D014888:Wechsler Scales / Q000706:statistics & numerical data*