Predicting IQ from achievement when screening academically gifted students in the state of Tennessee
Abstract
This research investigated the predictability of pre-kindergarten through fifth grade students’ IQ scores when given the Woodcock Johnson, Third Edition (WJ-III) Academic Knowledge sub test for the purpose of gifted screening in the state of Tennessee. The investigator explored a possible method to obtain a faster, more efficient way to screen academically gifted children. Data was collected from 127 student’s comprehensive intellectually gifted assessment reports. The Student’s Academic Knowledge score, Creative Thinking score and Teacher Observations Checklist score were assessed for the purpose of determining their ability to predict IQ. Both linear regressions and multiple regressions were used to analyze data. Results indicated The Academic Knowledge subtest acted as a significant predictor of both Verbal IQ and Full Scale IQ; however, results indicated the Academic Knowledge subtest was not a significant predictor of Non-Verbal IQ. Results also indicated that, when combined the Academic Knowledge subtest score, the Teacher Checklist score and Creative Thinking score were significant predictors of Full Scale IQ; while the Creative Thinking score added no significant predictability. The results supported previous literature for achievement’s ability to predict IQ. Verbal and Full Scale IQ, as well as Academic Knowledge, appear to assess crystallized intelligence and may be a reason for the significant results.
Subject Area
Educational psychology|Special education|Quantitative psychology|Cognitive psychology
Recommended Citation
Deidrah L Edwards,
"Predicting IQ from achievement when screening academically gifted students in the state of Tennessee"
(2008).
ETD Collection for Tennessee State University.
Paper AAI3307986.
https://digitalscholarship.tnstate.edu/dissertations/AAI3307986