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

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

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.

Publication types

  • Research Support, N.I.H., Extramural

MeSH terms

  • Adult
  • Aged
  • Educational Measurement / standards*
  • Female
  • Humans
  • Language Tests / standards*
  • Male
  • Middle Aged
  • Neuropsychological Tests / standards*
  • Psychomotor Performance / physiology*
  • Reading*
  • Reproducibility of Results
  • Young Adult