NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Mathematics Difficulties and Psychopathology in School-Age Children
Peer reviewed Peer reviewed
Direct linkDirect link
Wakeman, Holly N.; Wadsworth, Sally J.; Olson, Richard K.; DeFries, John C.; Pennington, Bruce F.; Willcutt, Erik G. – Journal of Learning Disabilities, 2023
This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample (N = 881) of youth (8-18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention,…
Descriptors: Children, Adolescents, Correlation, Learning Problems
How Specific Are Learning Disabilities?
Peer reviewed Peer reviewed
Direct linkDirect link
Peterson, Robin L.; McGrath, Lauren M.; Willcutt, Erik G.; Keenan, Janice M.; Olson, Richard K.; Pennington, Bruce F. – Journal of Learning Disabilities, 2021
Despite historical emphasis on "specific" learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic "g"), as well as variance unique to…
Descriptors: Learning Disabilities, Elementary School Students, Secondary School Students, Clinical Diagnosis
Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences
Peer reviewed Peer reviewed
Direct linkDirect link
Peterson, Robin L.; Boada, Richard; McGrath, Lauren M.; Willcutt, Erik G.; Olson, Richard K.; Pennington, Bruce F. – Journal of Learning Disabilities, 2017
The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and…
Descriptors: Twins, Children, Adolescents, Predictor Variables
A Comparison of the PIAT, CAT, and WRAT Scores and Teacher Ratings for Learning Disabled Children
Peer reviewed Peer reviewed
Bray, Nanci Moreland; Estes, Robert E. – Journal of Learning Disabilities, 1975
The concurrent validity of the Peabody Individual Achievement Test (PIAT) with 45 learning disabled children (7- to 12-years-old) was investigated using the California Achievement Test (CAT), the Wide Range Achievement Test (WRAT), and teacher ratings as criterion measures. (Author/DB)
Descriptors: Achievement Tests, Elementary Secondary Education, Exceptional Child Research, Learning Disabilities
Concurrent Validity of the Peabody Individual Achievement Test
Peer reviewed Peer reviewed
Soethe, James W. – Journal of Learning Disabilities, 1972
Descriptors: Correlation, Exceptional Child Research, Learning Disabilities, Mental Retardation
A Comparison of PIAT and WRAT Performances of Learning Disabled Adolescents.
Peer reviewed Peer reviewed
Stoneburner, Robert L.; Brown, Barbara A. – Journal of Learning Disabilities, 1979
The study investigated the concurrent validity of the Peabody Individual Achievement Test (PIAT) with 60 learning disabled adolescents. Findings generally supported the concurrent validity of the PIAT as a measure of academic achievement with secondary learning disabled students. (SBH)
Descriptors: Achievement Tests, Adolescents, Exceptional Child Research, Learning Disabilities
A Comparison of the Wide Range Achievement Test and the Peabody Individual Achievement Test for Educationally Handicapped Children.
Peer reviewed Peer reviewed
Miller, William H. – Journal of Learning Disabilities, 1979
The content validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test was examined with 27 educationally handicapped students (5-9 years old). (CL)
Descriptors: Achievement Tests, Exceptional Child Research, Learning Disabilities, Mild Mental Retardation
The Wide Range Achievement Test and the Peabody Individual Achievement Test: A Comparative Study.
Peer reviewed Peer reviewed
Harmer, William R.; Williams, Fern – Journal of Learning Disabilities, 1978
The article presents a statistical and descriptive comparison, with emphasis on math subtests, of the Wide Range Achievement Test and the Peabody Individual Achievement Test, based on scores obtained from clients (in grades 1-12) at a university-affiliated learning disabilities center. (SBH)
Descriptors: Achievement Tests, Age Differences, Elementary Secondary Education, Exceptional Child Research
The WRAT and the PIAT with Learning Disabled Children.
Peer reviewed Peer reviewed
Scull, John W.; Brand, Linda Hill – Journal of Learning Disabilities, 1980
The study was designed to provide a comparison of Peabody Individual Achievement Test (PIAT) and Wide Range Achievement Test (WRAT) scores in 49 learning disabled children (mean age 11 years at initial testing). (SBH)
Descriptors: Achievement Tests, Educational Diagnosis, Elementary Secondary Education, Exceptional Child Research
The Peabody Individual Achievement Test as a Clinical Tool
Peer reviewed Peer reviewed
Wilson, John D.; Spangler, Paul F. – Journal of Learning Disabilities, 1974
Eighty-three children (mean age 9 years) with learning disabilities or multiple physical or sensory handicaps were tested using the Peabody Individual Achievement Test (PIAT) and one or more standard measures of intelligence to assess the value of the PIAT as an effective measure and screening device of educational achievement. (LC)
Descriptors: Achievement Tests, Children, Clinical Diagnosis, Exceptional Child Research
The Use of the PIAT with Emotionally Disturbed Children.
Peer reviewed Peer reviewed
Dean, Raymond S. – Journal of Learning Disabilities, 1979
The study investigated the temporal stability and estimated the standard error of measurement for subtests of the Peabody Individual Achievement Test (PIAT) with 60 learning disabled and emotionally handicapped children (9 to 13 years old). (Author/SBH)
Descriptors: Achievement Tests, Elementary Education, Emotional Disturbances, Exceptional Child Research