The Analysis of Learning Potential was developed to assist counselors and teachers to formulate more realistic academic expectations in view of the pupil's estimated learning potential. Results of the study suggest that the instrument does have the predictive characteristics that might be expected of a general academic aptitude measure. (Author)

Shows that there are beneficial uses of reading expectancy formulas in general, but that there are also factors that make it necessary to use caution when dealing with these formulas. (Author/GW)

A longitudinal study was conducted to determine how a comprehensive battery of tests administered in kindergarten predicted reading achievement in Grades 1-6. The test variables were reduced to six predictive factors by factor analysis that, combined with the child's sex and the parent's language, had multiple correlations with reading…

Title I elementary school children (N=37) were administered the Arithmetic subtest of the Wide Range Achievement Test and the Key Math Diagnostic Arithmetic Test. One year later, the Metropolitan Achievement Test was administered. Correlations between the three measures are presented and discussed. (Author)

The capability of the Slosson Intelligence Test and the Otis Lennon Mental Ability Test to predict academic achievement as measured by the Stanford Achievement Test is examined. The results indicated that the Slosson and Otis-Lennon significantly predict Stanford Vocabulary, Reading Comprehension, and Mathematical Concepts subtest scores.…

Establishes the validity of the Picture Potency Formula as a tool to predict the extent to which children will respond to pictures. (FL)

The study hypothesized that scatter analysis of the three subtest scale scores on the Meeting Street School Screening Test (gross motor patterning, visual-perceptual-motor, and language) given at the beginning of first grade would prove to be a more accurate predictor of future placement in a learning disabilities program than the cut-off total…

The final report of the Bilingual Prediction Project presents a review of the project from its inception in 1975 through completion in 1979. The main goal was to predict a student's academic ability in English. A prediction index was constructed in two stages. The first stage was a description of the target population and their school setting, as…

WISC-R (Wechsler Intelligence Scale in Children-Revised) Verbal and Performance scores were correlated with WRAT-R Wide Range Achievement Test-Revised scores. The verbal score was found to predict reading, spelling, and arithmetic. The performance score did not add significantly to the predictions. Results were consistent with earlier studies.…

The computation, concept, and application subtests of the Stanford Achievement Tests (SAT) were administered to a student sample during grades 3, 5, and 7. The efficiency of earlier scores and Otis Lennon Mental Ability Test scores in predicting seventh-grade SAT math scores was examined and found to be weak. (SJL)

Finds that the Wechsler Preschool and Primary Scale of Intelligence and the Florida Kindergarten Screening Battery were highly similar as predictors of future reading ability for 59 5-year-old, low income, Mexican-American children. Perceptual performance subtests in both measures correlated better with reading ability than verbal subtests. (SV)

The importance of theory and experimental findings in giving direction, structure, and comprehensibility to research about self-concept is discussed. Analysis of the necessary affective variables to be included in the systematic experimentally-based development of effective educational programs in the affective domain is emphasized. (Author/AL)

A model for predicting organized youth sport participation readiness has four predictive components: sport-related fundamental motor skill development; sport-specific knowledge; motivation; and socialization. Physical maturation is also important. The model emphasizes the importance of preparing children for successful participation through…

Interrelationships among IQ, academic achievement, and teacher ratings of pupils' classroom achievement were evaluated in a large sample of children from various racial and socioeconomic backgrounds. A substantial relationship between standardized measures of IQ and achievement was found and was independent of race, but decreased with increasing…

Employed were a small sample of fifth graders to examine techniques for assessing the validity of psychosocial maturity (PSM) and the scales used to measure it. Three validation techniques were examined: (1) Data obtained from self-report scales, teacher ratings, and peer ratings were used to generate three multitrait-multimethod matrices (total…