Predicting educational attainment from WISC‐R in a primary school sample

Yule, William; Lansdown, Richard; Urbanowicz, Marie-Anne

doi:10.1111/j.2044-8260.1982.tb01424.x

Cited by 28 publications

(12 citation statements)

References 2 publications

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“…In order to assess whether any of the children had a specific reading retardation (i.e. a reading level significantly below that which would be predicted on the basis of their IQ), the relationship between each child's obtained reading age was compared to that predicted on the basis of their IQ using the formula given by Yule, Lansdown, and Urbanowicz (1982). A discrepancy of k21 months (accuracy) or k30 months (comprehension) between predicted and obtained attainment scores was taken to indicate specific reading retardation, significant at the p .05 level.…”

Section: Outcome At 11 Yearsmentioning

confidence: 99%

Short Normal Children and Environmental Disadvantage: A Longitudinal Study of Growth and Cognitive Development from 4 to 11 Years

Dowdney

Skuse²,

Morris

et al. 1998

Child Psychology Psychiatry

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The aim of this investigation was to follow up a sample of exceptionally short but medically healthy children, and a normal comparison group, previously studied at 4 years of age. They lived in an inner-city area which was, on objective criteria, seriously disadvantaged in socioeconomic terms. When first seen at 4 years, cases were significantly impaired in cognitive abilities relative to comparisons, although firstborns were much less severely affected. Of the original 46 cases, 45 were assessed again at 11 years. Most continued to live in the same geographical area. Case children remained exceptionally short, even when parental stature was taken into account, although a degree of catch-up had occurred. One third had special educational needs, and a similar proportion had been referred for speech therapy. Verbal and nonverbal cognitive skills of both case and comparison children had, on the whole, changed little and group differences persisted. In conclusion, short normal children from socioeconomically disadvantaged backgrounds are at high risk of educational failure at elementary school.

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Section: Outcome At 11 Yearsmentioning

confidence: 99%

Short Normal Children and Environmental Disadvantage: A Longitudinal Study of Growth and Cognitive Development from 4 to 11 Years

Dowdney

Skuse²,

Morris

et al. 1998

Child Psychology Psychiatry

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show abstract

“…An example may make the point clearer. An 8-year-old child with a Verbal IQ of 80 would be predicted by Yule, Lansdown & Urbanowicz's (1982) regression equation to have a Neale Reading Accuracy score of 7 years 2 months. Only 5 per cent of children should have a Reading Accuracy ability 21 months or more behind their predicted age.…”

Section: Criteria For Inclusion In Specific Learning Dificulty Subsetsmentioning

confidence: 99%

The prevalence and correlates of specific learning difficulties in a representative sample of children with hemiplegia

Frampton

Yude

Goodman

1998

Brit J of Edu Psychol

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“…Predictions were based on the following multiple regression equations obtained from this twin sample. This procedure which combines comprehension and accuracy underachievement follows that used in earlier studies based on the technique described by Yule (1967) and Yule, Lansdown & Urbanowicz (1982) and was used to define specific reading retardation in the epidemiological studies of Rutter et al (1970), Rutter & Yule (1973) and Yule et al (1974).…”

Section: Subjectsmentioning

confidence: 99%

Reading processes in specific reading retarded and reading backward 13‐year‐olds

Fredman

Stevenson

1988

British J of Dev Psycho

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This study investigates whether 13‐year‐old retarded (SRR) and backward (RB) readers show differences in their use of two reading strategies: phonological and whole word. Thirty‐eight SRR and 63 RB children were compared on their ability to read non‐words (phonological strategy), irregular words (whole word strategy) and the relative facility with which they read regular compared to irregular words (regularity effect). In order to control for IQ and reading level two different two‐group designs were employed: a ‘mental‐age control’ design where only IQ was controlled and a ‘reading‐age match’ design in which reading level and IQ were both taken into account. The findings suggest that in terms of single word reading, retarded and backward readers are not distinct groups, at least at 13 years of age. The overall level of reading proficiency explains most of the difference in reading between the two groups and they do not necessarily use different reading strategies. The implications of these findings for the controversy over subtypes of reading disability and the continuum of reading skill are discussed.

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Predicting educational attainment from WISC‐R in a primary school sample

Abstract: Data are reported on 160 children aged 6 to 12 years which allow scores on reading (Neale), spelling (Vernon) and mathematics (Vernon) to be predicted from WISC-R full scale IQ and chronological age.

Cited by 28 publications

References 2 publications

Short Normal Children and Environmental Disadvantage: A Longitudinal Study of Growth and Cognitive Development from 4 to 11 Years

Short Normal Children and Environmental Disadvantage: A Longitudinal Study of Growth and Cognitive Development from 4 to 11 Years

The prevalence and correlates of specific learning difficulties in a representative sample of children with hemiplegia

Reading processes in specific reading retarded and reading backward 13‐year‐olds

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