Simultaneous and Successive Processes in Achievement for Learning Disabled Children

Abstract

The relationship between simultaneous and successive dimensions of the Wechsler Intelligence Scale for Children-Revised and achievement areas of the Wide Range Achievement Test were examined by means of separate multiple correlations. The results of these analyses showed that each WRAT subtest produced a significant relationship with both processing modes. Although the magnitude of the relationship was similar for simultaneous and successive dimensions, a more consistent WRAT contribution was found for successive processing. A canonical correlation was utilized to consider the relationship between simultaneous and successive processing and achievement subtests in a single analysis. One significant correlation emerged from this procedure, Rc = 0.45. Further analysis indicated that some 8% of the variance in processing dimensions was redundant with 44% of the variance in achievement. Unlike prior findings with mentally retarded children, the present results indicated that simultaneous-successive dimensions accounted for little variance in classroom achievement.

Key Words:

• neuropsychology
• learning disabled children