Date Approved


Embargo Period


Document Type


Degree Name

M.A. in School Psychology


Educational Services and Leadership


College of Education

First Advisor

Klanderman, John


Ability; Academic achievement


Educational Psychology


The purpose of the current study was threefold: first to determine if the predicted achievement method is a more accurate statistical method to determine ability achievement discrepancies than the simple difference method; second to determine if the VIQ score on the WISC 111 could predict achievement level as accurately as the FSIQ score; and third to assess the current achievement level of four individuals previously diagnosed with a reading disability. The sample used in this study consisted of eight children who were assessed at the Rowan College Learning and Assessment Center. The statistical procedures employed were based on the WIAT manual's tables (pg.188) and Alfonso's tables (1993). The significance of the findings was determined according to the critical tables provided in the WIAT manual (pg 192).

Based on the statistical procedures the following results were determined. The predicted achievement method and the simple difference method detected the same significant ability achievement discrepancies. The VIQ was found to be as accurate a predictor of achievement as the FSIQ. Those individuals previously diagnosed as reading disabled did not continue to demonstrate significant achievement ability discrepancies.