Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation

2008 2008

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Abstract (summary)

Although research supports the use of measures of typical performance for assessing academic and cognitive skills, there are currently few such measures in existence. Other measures have been used for research purposes, but they are not normed on a large, nationally-representative sample. The Ratings of Everyday Academic and Cognitive Skills (REACS) was created to address the need for a measure of typical academic and cognitive skills. The goal of the REACS is to provide a timely, easy to administer, and comprehensive assessment of a child’s typical functioning in various academic and cognitive domains. The purpose for this dissertation was to develop the initial scale and conduct analyses to provide evidence of its reliability and validity.

In an attempt to provide preliminary evidence of the validity of scores from this measure, Parent (n = 142) and Teacher (n = 109) REACS forms were collected for data analysis. A subsample of parents and teachers completed forms to examine interrater and test-retest reliability. A group of children (n = 32) were assessed with measures of academic achievement, cognitive ability, and memory for comparison to the REACS.

Results generally showed high internal consistency, yet less reliable test-retest and interrater reliability. While the confirmatory factor analysis (CFA) of the parent scale supported a factor structure that approximated the intended structure of the REACS, a better fit was found with a simpler model for the teacher scale. Finally, both the Parent and Teacher REACS forms were found to predict academic achievement better than cognitive ability. The predictive ability of the REACS was enhanced when used in conjunction with a measure of cognitive ability.

Indexing (details)

Educational tests & measurements;
Educational psychology;
Quantitative psychology;
Academic achievement;
Cognition & reasoning;
Problem solving;
Validation studies
0288: Educational tests & measurements
0525: Educational psychology
0632: Quantitative psychology
Identifier / keyword
Education; Psychology; Academic skills; Cognitive skills; Everyday performance; Learning problems; Preschool assessment; REACS; Scale development; Typical performance
Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: Initial scale development and validation
Lamb, Gordon Dale
Number of pages
Publication year
Degree date
School code
DAI-A 69/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Reynolds, Cecil R.
Texas A&M University
University location
United States -- Texas
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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