This study investigated the relative merits of using teacher judgment and the Slosson Full‐Range Intelligence Test to estimate the math and reading achievement of students in a summer remedial‐reading program. The subjects included children in grades kindergarten through six who were enrolled in the Auburn University Summer Clinic. Components analyses showed that the Slosson Full‐Range Intelligence Test recovered substantially more variance from the distributions of the KeyMath‐Revised and the Woodcock Reading Mastery Tests‐Revised than did teacher judgments. Analysis of variance showed that significant differences between the means of the three tests resulted from the inclusion of students with learning disabilities. Implications of the results are discussed.

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