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McCarthy and WISC-R Correlations with WRAT Achievement Scores.
Peer reviewed Peer reviewed
Naglieri, Jack A. – Perceptual and Motor Skills, 1980
Relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement reading scores were explored with a sample of 20 educable mentally retarded and 20 learning disabled children, ages six to nine. (Author/SJL)
Descriptors: Achievement Tests, Comparative Testing, Correlation, Intelligence Tests
Predicting WRAT Scores from the WAIS-R for a Selected Sample of LD Children and Youth.
Peer reviewed Peer reviewed
Singer, Marc G.; And Others – Journal of Clinical Psychology, 1983
Investigated the concurrent validity of the Wechsler Intelligence Scale for Children (Revised) subtests and three IQs compared to Wide Range Achievement Test standard scores, in 28 learning-disabled children. Analysis showed no significant correlations between WISC-R and WRAT scores, indicating a lack of concurrent validity on the WAIS-R. (WAS)
Descriptors: Adolescents, Children, Comparative Testing, Elementary Secondary Education
Differential Performance of Learning Disabled and Non-Learning Disabled Children on the McCarthy Scales, WISC-R, and WRAT.
Peer reviewed Peer reviewed
Ivimey, John K.; Taylor, Ronald L. – Journal of Clinical Psychology, 1980
Demonstrates the need for schools to clearly define diagnostic categories such as learning disabilities (LD). These LD students were considerably different from LD students in other studies. They performed on grade level according to the Wide Range Achievement Test, but significantly below their peers in actual classroom performance. (Author)
Descriptors: Achievement Tests, Children, Clinical Diagnosis, Comparative Testing
Relationship between WISC-R and WRAT in Children Referred for Learning Difficulties.
Peer reviewed Peer reviewed
Sattler, Jerome M.; Ryan, Joseph J. – Psychology in the Schools, 1981
Results indicate that the Wechsler Intelligence Scale for Children (Revised) is a valid predictor of achievement for children referred for learning disabilities. The verbal Scale IQ, and the Freedom from Distractibility IQ proved especially useful predictors of academic achievement. (JAC)
Descriptors: Academic Achievement, Achievement, Achievement Tests, Comparative Testing
Diagnostic Differences between Educationally Handicapped and Learning Disabled Students.
Peer reviewed Peer reviewed
Eno, Lawrence; Woehlke, Paula – Psychology in the Schools, 1980
Though some unexpected sex differences were discovered, the two diagnostic categories were not found to be psychometrically distinct. Further, the results of a longitudinal analysis suggested that, while IQ scores remained relatively stable over time within a subset of the original sample, achievement scores definitely declined. (Author)
Descriptors: Comparative Testing, Disadvantaged Youth, Educational Diagnosis, Elementary Secondary Education
The Differences among Children with Learning Problems.
Peer reviewed Peer reviewed
Candler, Ann C.; And Others – Education, 1983
Examines differences between 45 learning disabled, mentally retarded, and Title I elementary students on intelligence, academic achievement, and behavior measures. Indicates that such students perform similarly on academic achievement and behavior measures. Learning disabled and Title I students were similar on an intelligence measure; mentally…
Descriptors: Academic Achievement, Behavior Patterns, Behavior Rating Scales, Comparative Testing