Cognitive determinants of verbal underachievement at secondary school level

Abstract

Children whose non‐verbal cognitive ability markedly exceeds their verbal cognitive ability (discrepant, D group) as measured in cognitive abilities tests (CATs) were compared with non‐discrepant children individually matched on either verbal (V group) or non‐verbal (NV group) CAT scores. 66 children from year 7 (11/12 years) and 60 from year 10 (14/15 years) were selected on this basis in a semi‐rural comprehensive school. The scores of the D and V groups were essentially the same on single word reading tests, spelling and the pig latin tests of phonological awareness, while the NV group was superior on these tests. The D group was not worse than the V group on any test and was significantly better than it (and not different from the NV group) on oral syntax, block design from the WISC‐R, and vocabulary (BPVS). The verbal CAT is a good predictor of GCSE (as was confirmed in this study) and regression analysis showed that it is determined to a large extent by basic logical ability (assessed by nvCAT scores) and by reading skill; however, there is also a significant contribution from syntactical understanding. It is pointed out that discrepant pupils are not necessarily reading‐retarded with respect to chronological age and need to be identified and targeted if they are to reach the potential level of achievement predicted by their nvCAT scores.