A comparison of general IQ and associative learning ability as predictors of achievement in programmed readers



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This study sought to test by the validation process the finding that there is a different relationship between associative learning ability and IQ in middle- and low-socioeconomic groups as reported by Jensen and others. The study was conducted to ascertain need for revision of testing programs and curricular materials used with disadvantaged students. Criterion used in validation was reading achievement in the Sullivan Programmed Readers which, because of rote type of learning involved, was bakun as a measure of an associative learning ability tast. A test of general IQ, the California test of Mental Maturity (CTMM), and three tests of associative learning ability were used to predict achievement in the program for three different populations of second-grade children: middle-SES-White (N = 22), low-SES-White (N = 25) and low-SES-Negro (N = 25). Groups were equated on means of CTMM, age, sex ratio, and pretest of reading placement. Results from multiple regression analysis found the middle-SES-White variable unable to make a significant contribution to the regression equation using IQ to predict reading achievement. Direct correlations made between IQ and the tests of associaiive learning ability also support the conclusion that differences of consequence are not present between SES or racial groups on this relationship.