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Arch Clin Neuropsychol. 2014 Dec;29(8):731-6. doi: 10.1093/arclin/acu059.

Quality of education predicts performance on the Wide Range Achievement Test-4th Edition Word Reading subtest.

Author information

1
Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA, USA VA Greater Los Angeles Healthcare System, Los Angeles, CA, USA.
2
Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA, USA.
3
Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, CA, USA athames@mednet.ucla.edu.

Abstract

The current study examined whether self-rated education quality predicts Wide Range Achievement Test-4th Edition (WRAT-4) Word Reading subtest and neurocognitive performance, and aimed to establish this subtest's construct validity as an educational quality measure. In a community-based adult sample (N = 106), we tested whether education quality both increased the prediction of Word Reading scores beyond demographic variables and predicted global neurocognitive functioning after adjusting for WRAT-4. As expected, race/ethnicity and education predicted WRAT-4 reading performance. Hierarchical regression revealed that when including education quality, the amount of WRAT-4's explained variance increased significantly, with race/ethnicity and both education quality and years as significant predictors. Finally, WRAT-4 scores, but not education quality, predicted neurocognitive performance. Results support WRAT-4 Word Reading as a valid proxy measure for education quality and a key predictor of neurocognitive performance. Future research should examine these findings in larger, more diverse samples to determine their robust nature.

KEYWORDS:

Academic achievement; High schools; Literacy; Multiple regression; Neurocognition; Test validity

PMID:
25404004
PMCID:
PMC4296160
DOI:
10.1093/arclin/acu059
[Indexed for MEDLINE]
Free PMC Article

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