부산대학교 도서관

BACKGROUND: Subtest and factor scores have typically provided little incremental predictive validity beyond the omnibus IQ score. AIMS: This study examined the incremental validity of Wechsler Intelligence Scale for Children – Fourth UK Edition (WISC–IV; Wechsler, 2004a, Wechsler Intelligence Scale for Children – Fourth UK Edition, Harcourt Assessment, London, UK) and factor index scores in predicting academic achievement on the Wechsler Individual Achievement Test – Second UK Edition (WIAT–II; Wechsler, 2005a, Wechsler Individual Achievement Test-Second UK Edition, Pearson, London, UK), beyond that predicted by the WISC–IV FSIQ. SAMPLE: The sample included 1,014 Irish children (ages 6–0 to 16–9) who were referred for evaluation of learning difficulties. METHOD: Hierarchical multiple regression analyses were used with the WISC–IV FSIQ (Block 1) and factor index scores (Block 2) as predictors and WIAT–II subtest and composite scores as dependent variables. RESULTS: The WISC–IV FSIQ accounted for statistically significant and generally large portions of WIAT–II subtest and composite score variance. WISC–IV factor index scores combined to provide statistically significant increments in prediction of most WIAT–II subtest and composite scores over and above the FSIQ; however, the effect sizes were mostly small as previously observed (i.e., Canivez, 2013a, Psychol. Assess., 25, 484; Glutting et al., 2006, J. Spec. Educ., 40, 103; Nelson et al., 2013, Psychol. Assess., 25, 618). Individually, the WISC–IV factor index scores provided small unique contributions to predicting WIAT–II scores. CONCLUSION: This, in combination with studies of apportioned variance from bifactor confirmatory factor analysis (Watkins et al., 2013, Int. J. Sch. Educ. Psychol., 1, 102), indicated that the WISC–IV FSIQ should retain the greatest weight in WISC–IV interpretation.