Date of Award


Degree Name

School Psychology


Graduate School of Education and Professional Development

Type of Degree


Document Type


First Advisor

Sandra S. Stroebel

Second Advisor

Stephen L. O’Keefe

Third Advisor

Conrae Lucas-Adkins

Fourth Advisor

Fred Jay Krieg


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.


Woodcock-Johnson Tests of Cognitive Ability.

Intelligence levels.

Students -- Psychological testing.