Cognitive determinants of verbal underachievement at secondary school level
Bibliographic Data
| ID | 5265077 |
|---|---|
| Authors | Jane Mellanby (University of Oxford, corresponding author), Richard Anderson (0000-0002-7283-7219), Richard R Anderson (University of Oxford), B C Campbell (0000-0003-3497-3735, University of Oxford), Benjamin Campbell (0000-0003-2611-0024), Elizabeth Westwood (University of Oxford) |
| Year | 1996 |
| Volume | 66 |
| Issue | 4 |
| Pages | 483-500 |
| Publication date | 1996-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1996.tb01214.x |
| PMID | 9376305 |
| OpenAlex | W1974672581 |
| Language | EN |
| Citations received | 1 |
Children whose non-verbal cognitive ability markedly exceeds their verbal cognitive ability (discrepant, D group) as measured in cognitive abilities tests (CATs) were compared with non-discrepant children individually matched on either verbal (V group) or non-verbal (NV group) CAT scores. 66 children from year 7 (11/12 years) and 60 from year 10 (14/15 years) were selected on this basis in a semi-rural comprehensive school. The scores of the D and V groups were essentially the same on single word reading tests, spelling and the pig latin tests of phonological awareness, while the NV group was superior on these tests. The D group was not worse than the V group on any test and was significantly better than it (and not different from the NV group) on oral syntax, block design from the WISC-R, and vocabulary (BPVS). The verbal CAT is a good predictor of GCSE (as was confirmed in this study) and regression analysis showed that it is determined to a large extent by basic logical ability (assessed by nvCAT scores) and by reading skill; however, there is also a significant contribution from syntactical understanding. It is pointed out that discrepant pupils are not necessarily reading-retarded with respect to chronological age and need to be identified and targeted if they are to reach the potential level of achievement predicted by their nvCAT scores
Achievement test · Cognition · Developmental psychology · Intelligence quotient · Linguistics · Literacy · Mathematics education · Phonological awareness · Reading (process) · Spelling · Standardized test · Test (biology) · Verbal reasoning · Vocabulary · Wechsler Intelligence Scale for Children · Psychology · Reading and Literacy Development
| Citations per year | 0.13 |
|---|---|
| Citation span | 2018 - 2018 (1) |
| Highly cited | No |