The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of WJTA criterion variables. Results indicated that the SB:FE area scores and Sattler's SB:FE factor scores were valid predictors of academic achievement at a general level.To clarify the results of the canonical analyses, series of multiple regression analyses were conducted. Results of multiple regression with SB:FE area and composite scores indicated that the best single predictor of all WJTA scores was the SB:FE Test Composite Score. No other SB:FE variable provided a significant contribution to the regression equation for reading, math, and written language achievement over that offered by the Test Composite Score.Multiple regression analyses were also employed with Sattler's SB:FE factor scores and the WJTA scores. The optimal predictor composite for reading included the Verbal Comprehension and Memory factor scores. To predict math, the best predictor composite consisted of the Nonverbal Reasoning/Visualization and Verbal Comprehension factor scores. The optimal predictor composite for written language included the Nonverbal Reasoning/Visualization and Memory factor scores.Results of the regression analyses indicated that, without exception, the predictor composites composed of the SB:FE area and composite scores were superior in their prediction of school performance to the predictor composites developed from Sattler's SB:FE factor scores.The regression equation containing the SB:FE Test Composite Score alone was determined to be the preferred approach for predicting WJTA scores. Use of the Test Composite Score sacrifices only a minimal degree of accuracy in the prediction of achievement and requires no additional effort to compute. / Department of Educational Psychology

To insure academic success for students with learning disabilities, it is critical that educators are able to make timely and effective instructional decisions. The focus of this study was to evaluate the relationship and effectiveness of two different progress monitoring tools, a measure of oral reading fluency and the Wilson Reading System's level documentation against measures of reading achievement. Reading achievement was specifically, examined using cluster scores from the Woodcock Johnson Tests of Achievement - Third Edition (WJ-III) Broad and Brief Reading domains. The current study investigated archival data of 51 students, grades four through eight, enrolled in a small, private school for students with learning disabilities during the 2008-2009 school year. Oral reading fluency benchmark and regular progress monitoring scores were collected from students and the progress monitoring scores were converted into an overall rate of improvement. Data from students receiving instruction in the Wilson Reading System were also collected as levels mastered throughout the school year. All students received pre- and post-testing on the WJ-III Reading domain. No significant relationships were found between oral reading fluency rate of improvement and Wilson level. Additionally, only the oral reading fluency spring benchmark significantly predicted end of year WJ-III performance after pre-test scores were taken into account. Supplemental analyses did find that students who completed levels seven and eight in the 2008 - 2009 school year consistently performed better than peers who completed levels two through six at all oral reading fluency benchmark periods. Limitations to the study and implications for future research and practice are discussed. / School Psychology