ERIC Number: EJ1167872
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Incremental Validity of the WJ III COG: Limited Predictive Effects beyond the GIA-E
McGill, Ryan J.; Busse, R. T.
School Psychology Quarterly, v30 n3 p353-365 Sep 2015
This study is an examination of the incremental validity of Cattell-Horn-Carroll (CHC) broad clusters from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) for predicting scores on the Woodcock-Johnson III Tests of Achievement (WJ III ACH). The participants were children and adolescents, ages 6-18 (n = 4,722), drawn from the WJ III standardization sample. The sample was nationally stratified and proportional to U.S. census estimates for race/ethnicity, parent education level, and geographic region. Hierarchical multiple regression analyses were used to assess for cluster-level effects after controlling for the variance accounted for by the General Intellectual Ability-Extended (GIA-E) composite score. The results were interpreted using the R[superscript 2]/?R[superscript 2] statistic as the effect size indicator. Consistent with previous studies, the GIA-E accounted for statistically and clinically significant portions of WJ III ACH cluster score variance, with R[superscript 2] values ranging from 0.29 to 0.56. WJ III COG CHC cluster scores collectively provided statistically significant incremental variance beyond the GIA-E in all of the regression models, although the effect sizes were consistently negligible to small (Average ?R[superscript 2][subscript CHC] = 0.06), with significant effects observed only in the Oral Expression model (?R[superscript 2][subscript CHC] = 0.23). Individually, the WJ III COG cluster scores accounted for mostly small portions of achievement variance across the prediction models, with a large effect found for the Comprehension-Knowledge cluster in the Oral Expression model (?R[superscript 2][subscript Gc] = 0.23). The potential clinical and theoretical implications of these results are discussed.
Descriptors: Cognitive Ability, Cognitive Tests, Test Validity, Predictor Variables, Predictive Validity, Scores, Children, Adolescents, Multiple Regression Analysis, Effect Size, Statistical Significance, Achievement Tests, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Cognitive Ability; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A