We used two studies to evaluate, modify, and provide initial validation for a revised Academic Hardiness scale. First, 16 experts rated scale items for content validity and identified two problematic questions. Second, confirmatory factor analyses with 300 Grade 10 students (46% boys, age range 14-17) identified a 17-item version to be the best…

Compared regression lines for prediction of Wide Range Achievement Test scores by Wechsler Intelligence Scale for Children and revised WISC Full Scale IQs across race. Results support the use of a common regression line in the prediction of achievement scores for races. (Author)

Before a statistics course, 49 adults completed the Wide Range Achievement Test-Revised (WRAT-R). Test performance (aptitude) and course performance correlated, but the WRAT-R made prediction errors 35% of the time. Students with negative attitudes about statistics performed more poorly in the course. (SK)

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)

The Wechsler Intelligence Scale for Children-Revised Full Scale IQ did not yield valid predictions of achievement of educable mentally handicapped students in a public school setting, as measured by the Wide Range Achievement Test (WRAT). (Author/CM)

Investigated predictive validity of the Stanford-Binet Intelligence Test, using the Wide Range Achievement Test as criterion. Urban children referred for psychological evaluations were administered both instruments. Regression analyses were conducted. Results indicate the S-B IQ significantly predicts WRAT standard scores. (Author)

Compared Wide Range Achievement Test (WRAT) arithmetic and reading performance of randomly selected primary grade children (N=70) in a suburban school district to grade placement in reading and math and text placement in reading. WRAT scores overestimated actual achievement in all grades tested. (Author/NRB)

Forty trainable mentally retarded students were concurrently administered the Stanford Scale and the Wide Range Achievement Test (WRAT). WRAT reading, spelling and arithmetic subtests were regressed on Stanford intelligence quotients. Predictions were statistically valid. Derived regression equations are reported. (Author/CP)

Investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test using the factor scores of the Wechsler Intelligence Scale for Children-Revised as potential predictors. Results indicated that the freedom from distractibility factor score significantly aided in the prediction of reading and spelling…

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…

WISC-R (Wechsler Intelligence Scale in Children-Revised) Verbal and Performance scores were correlated with WRAT-R Wide Range Achievement Test-Revised scores. The verbal score was found to predict reading, spelling, and arithmetic. The performance score did not add significantly to the predictions. Results were consistent with earlier studies.…

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…

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)

The study sought to determine if significant predictive relationships could be found between diagnostic psychological test data and the changes in academic achievement of learning handicapped children participating in a resource specialist program for one period per day. The 102 students, with a mean age of 9 years, were administered the Wide…