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ERIC Number: EJ855958
Record Type: Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0014-4029
IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation
Stuebing, Karla K.; Barth, Amy E.; Molfese, Peter J.; Weiss, Brandon; Fletcher, Jack M.
Exceptional Children, v76 n1 p31-51 Fall 2009
A meta-analysis of 22 studies evaluating the relation of different assessments of IQ and intervention response did not support the hypothesis that IQ is an important predictor of response to instruction. We found an R[superscript 2] of 0.03 in models with IQ and the autoregressor as predictors and a unique lower estimated R[superscript 2] of 0.006 and a higher estimated R[superscript 2] of 0.013 in models with IQ the autoregressor, and additional covariates as predictors. There was no evidence that these aggregated effect sizes were moderated by variables such as the type of IQ measure, outcome, age, or intervention. In simulations of the capacity of variables with effect sizes of 0.03 and 0.001 for predicting response to intervention, we found little evidence of practical significance. (Contains 1 figure and 4 tables.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED558163