Ability and Achievement Variables in Average, Low Average, and Borderline Students and the Roles of the School Psychologist

Autor/inn/en	Claypool, Tim; Marusiak, Christopher; Janzen, Henry L.
Titel	Ability and Achievement Variables in Average, Low Average, and Borderline Students and the Roles of the School Psychologist
Quelle	In: Alberta Journal of Educational Research, 54 (2008) 4, S.432-447 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Intelligence; School Psychologists; Achievement; Intelligence Tests; Intelligence Quotient; Measures (Individuals); School Psychology; Academic Ability; Test Interpretation; Classification; Reading Achievement; Mathematics Achievement; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Performance; Leistung; Intelligence test; Intelligenztest; Intelligenzquotient; Messdaten; Schulpsychologie; Test analysis; Testauswertung; Classification system; Klassifikation; Klassifikationssystem; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10