Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlation between children's early skills (e.g., preschool numeracy) and medium-term outcomes (e.g., first-grade…

Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlation between children's early skills (e.g., preschool numeracy) and medium-term outcomes (e.g., first-grade…

Non-autistic adults often hold explicit and implicit biases toward autism that contribute to personal and professional challenges for autistic people. Although previous research indicates that non-autistic adults with higher autism knowledge and familiarity express more inclusionary attitudes, it remains unclear whether training programs designed…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…

The goal of this study was to describe fraction-calculation errors among fourth-grade students and to determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low-, average-, or high-achieving). We…

The goal of the present study was to describe fraction-calculation errors among 4th-grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We…

Looked-after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged =18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills;…

To determine whether the preponderance of males in classrooms for the learning disabled (LD) constitutes sexual discrimination, an objective index involving the discrepancy between expected and actual achievement was calculated for each student. No evidence was found to indicate sexual bias in diagnostic and placement practices. (Author/ABB)

The predictive relationship between the WISC-R and the PIAT and WRAT scores of 125 Mexican-Americans and 125 non-minority students (K-8) was analyzed using four methods. Conventional methods were found to be insensitive to and inappropriate for the detection of predictive bias. An alternative means of detecting predictive bias is proposed.…

Although Verbal IQ of the Wechsler Intelligence Scale for Children predicts statistically distinct Wide Range Achievement Test Reading scores dependent on the sex of the child, the differences are of little practical importance. (Author)

A study with Mexican-American children showed the internal consistency reliability coefficients for the Wide Range Achievement Test (WRAT) were high and comparable to those reported in the WRAT manual. A high relationship was found between WRAT and Metropolitan Achievement Test scores. WRAT meets reliability and validity requirements with Mexican…

Regression lines for the prediction of Wide Range Achievement Test (WRAT) standard scores by Stanford-Binet Intelligence Scale scores were compared across race for matched groups of 60 black and 60 white children selected from among a large number of children who had been referred for psychological services by their classroom teachers. The white…

Predictive validity of the Weschler Intelligence Scale for Children-Revised (WISC-R), was investigated with 174 Chicanos and 94 Anglos, ages 10-11, who were referred for psychological services. Wide Range Achievement Test Reading, Spelling, and Arithmetic subtest scores were each regressed on WISC-R Verbal, Performance and Full Scale Intelligence…

The content validity of four reading achievement tests was evaluated with respect to third and fourth grade levels of the Pathfinder Allyn and Bacon Reading Program, using 29 third and 34 fourth graders. Instruments evaluated included subtests of the California Achievement Tests, Metropolitan Achievement Tests, Peabody Individual Achievement Test,…