ERIC Number: EJ845805
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: N/A
Ability and Achievement Variables in Average, Low Average, and Borderline Students and the Roles of the School Psychologist
Claypool, Tim; Marusiak, Christopher; Janzen, Henry L.
Alberta Journal of Educational Research, v54 n4 p432-447 Win 2008
This study contributes to ongoing research in the field of school psychology by examining some of the effects of using the Full Scale Intelligence Quotient (FSIQ) to classify students aged 6-16 years according to their results on an individual measure of intelligence, the Wechsler Intelligence Scale for Children, Third Edition (WISC-III, 1991). Levels of achievement in word-reading and mathematics calculation were compared for 196 students classified as Average (IQ ranging from 90-109), Low Average (IQ ranging from 80-89), or Borderline (IQ ranging from 70-79). In all cases the Low Average and Borderline groups' achievement levels differed significantly from that of the Average group. The fact that reading and mathematics abilities were not differentiated when Low Average and Borderline groups were compared calls into question the veracity of these labels.
Descriptors: Intelligence, School Psychologists, Achievement, Intelligence Tests, Intelligence Quotient, Measures (Individuals), School Psychology, Academic Ability, Test Interpretation, Classification, Reading Achievement, Mathematics Achievement
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children