Intelligence and achievement of adult illiterates in a tutorial project: a preliminary analysis

Reports the results of preliminary analyses of intelligence and achievement in an adult tutorial project. Incarcerated adult illiterates volunteered to participate in a peer tutoring program wherein they received 27 hours of structured tutoring. Significant achievement was demonstrated in all areas. Achievement and gains in achievement were analyzed in relation to Verbal, Performance, and Full Scale IQ scores using four sets of analyses. Significant correlations were noted between IQ scores and achievement, but not gains in achievement. Gains in achievement were not significantly different among Ss at different Verbal, Performance and Full Scale IQ levels, nor were gains in achievement different between Ss who had a significant Verbal-Performance discrepancy and those who did not. Gains in achievement were not significantly different across subgroups categorized according to both IQ level and Verbal-Performance discrepancy.