TY - JOUR
T1 - IQ and neuropsychological predictors of academic achievement
AU - Mayes, Susan Dickerson
AU - Calhoun, Susan L.
AU - Bixler, Edward O.
AU - Zimmerman, Dennis N.
N1 - Funding Information:
This study was supported by the NHLBI Grant RO1-HL63722, the General Clinical Research Center Grants MO1-RR10732 and CO6-RR016499, and the Children's Miracle Network.
PY - 2009/6
Y1 - 2009/6
N2 - Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span contributed significantly to reading prediction, and the Developmental Test of Visual-Motor Integration (VMI) and Coding contributed to math prediction. The remaining neuropsychological test scores did not significantly improve achievement prediction. Exploratory factor analysis yielded a general ability factor (comprising the four IQ subtests, Digit Span, VMI, reading, and math), five factors made up solely of subtests from single measures (Wisconsin Card Sorting Test, Stroop Color and Word Test, Gordon Diagnostic System, California Verbal Learning Test, and ADHD ratings), a factor consisting of Grooved Pegboard Test and Coding, and a factor consisting of Symbol Search and Animal Naming Test.
AB - Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span contributed significantly to reading prediction, and the Developmental Test of Visual-Motor Integration (VMI) and Coding contributed to math prediction. The remaining neuropsychological test scores did not significantly improve achievement prediction. Exploratory factor analysis yielded a general ability factor (comprising the four IQ subtests, Digit Span, VMI, reading, and math), five factors made up solely of subtests from single measures (Wisconsin Card Sorting Test, Stroop Color and Word Test, Gordon Diagnostic System, California Verbal Learning Test, and ADHD ratings), a factor consisting of Grooved Pegboard Test and Coding, and a factor consisting of Symbol Search and Animal Naming Test.
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U2 - 10.1016/j.lindif.2008.09.001
DO - 10.1016/j.lindif.2008.09.001
M3 - Article
AN - SCOPUS:77951606930
SN - 1041-6080
VL - 19
SP - 238
EP - 241
JO - Learning and Individual Differences
JF - Learning and Individual Differences
IS - 2
ER -