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,…

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…

Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…

This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…

In view of the high degree of correlation between the two instruments, findings suggest that the utility of the Peabody Individual Achievement Test (PIAT) as a wide-range achievement test is at least as promising as the Wide Range Achievement Test (WRAT) has been. (Author/RC)

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)

Learning disabled college students (N=16) were tested to compare the Wide Range Achievement Test (WRAT) with the Peabody Individual Achievement Test (PIAT). Significantly different scores are derived when WRAT norms are compared with PIAT norms, indicating that the tests are not interchangeable instruments for academic achievement. (RC)

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)

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)

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)

Thirty elementary students referred for possible learning disability were administered the achievement sections of the Woodcock-Johnson Psycho-Educational Battery and several traditionally used school district tests. Identical student placement decisions were reached on 23 out of 30 students. (Author/GDC)

Biased assessment instruments and practices can lead to over-representation of minority children in special education classes. This paper analyzes the amount of variance in Mexican-American achievement test scores attributable to sociocultural factors. Fifty learning disabled Mexican-American elementary school students completed the Peabody…