Using Teacher Judgment and IQ to Estimate Reading and Mathematics Achievement in a Remedial-Reading Program.

Eaves, Ronald C.; And Others

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Peer reviewed

ERIC Number: EJ495897

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0033-3085

EISSN: N/A

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Using Teacher Judgment and IQ to Estimate Reading and Mathematics Achievement in a Remedial-Reading Program.

Eaves, Ronald C.; And Others

Psychology in the Schools, v31 n4 p261-72 Oct 1994

Study investigated relative merits of using teacher judgment and Slosson Full-Range Intelligence Test (SFRIT) to estimate students' math and reading achievement. Analyses of students enrolled in a remedial-reading program, showed that the SFRIT recovered more variance from the distributions of math and reading tests than did teacher judgment. (RJM)

Descriptors: Children, Elementary Secondary Education, Intelligence, Intelligence Tests, Mathematical Aptitude, Mathematics Achievement, Reading Achievement, Reading Diagnosis, Reading Tests, Remedial Instruction, Remedial Reading, Teacher Evaluation, Teacher Response

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Keymath Diagnostic Arithmetic Test; Slosson Intelligence Test; Woodcock Reading Mastery Test

Grant or Contract Numbers: N/A

Author Affiliations: N/A