Academic achievement over a decade: A neuropsychological prediction study

Abstract

The effectiveness of neuropsychological test performance during early elementary school in predicting subsequent academic achievement through high school was evaluated. Previously (Townes, Trupin, Martin, & Goldstein, 1980), a normal, nonreferred sample of kindergarten (N = 230) and second‐grade children (N = 226) had been tested individually using the Wechsler Intelligence Scale for Children and the Reitan‐Indiana Neuropsychological Test Battery. Predictor variables were derived from these neuropsychological and intelligence tests. Ten years later, permission was obtained to examine the school records of 215 of the original subjects and to review standardized achievement tests that had been administered when the subjects were in Grades 3, 4,6, and 9. Criterion variables were derived from students' standardized achievement test scores in reading, mathematics, spelling, written language, and overall achievement Multivariate and univariate regression analyses were performed to determine the relation between the earlier IQ and neuropsychological predictors and academic achievement in several skill domains over the subsequent 10‐year period. In general, the neuropsychological and IQ variables were comparable predictors and in many cases the neuropsychological variables significantly improved the prediction over IQ alone.

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