Date of Award
2014
Degree Name
School Psychology
College
Graduate School of Education and Professional Development
Type of Degree
Ed.S.
Document Type
Thesis
First Advisor
Sandra S. Stroebel
Second Advisor
Stephen L. O’Keefe
Third Advisor
Conrae Lucas-Adkins
Fourth Advisor
Fred Jay Krieg
Abstract
The purpose of this study was to examine the relationship between IQ and response to intervention. Thirty six students were administered the Woodcock Johnson III tests of Cognitive Abilities (WJ-III) and assigned interventions based on the results. The IQ scores from the 'tested' group were grouped by highest and lowest and then compared to the students' outcomes on the standardized reading assessment after all students had received the intervention. Results indicated that students in the high IQ group performed significantly better on the standardized reading assessment. The results also indicated a moderate positive correlation between the students' IQ and performance on the reading assessment. Further, results indicated that IQ significantly predicted the students' outcome on the reading assessment.
Subject(s)
Woodcock-Johnson Tests of Cognitive Ability.
Intelligence levels.
Students -- Psychological testing.
Recommended Citation
Justice, James B., "IQ and targeted based cognitive tier II interventions" (2014). Theses, Dissertations and Capstones. 831.
https://mds.marshall.edu/etd/831
