Data from the Wechsler Adult Intelligence Scale-Revised (WAIS-R), grade point average (GPA) after 2 semesters of full-time enrollment, and selected student characteristics were compared for 49 learning-disabled college students. WAIS-R results were not generally predictive of academic success, although Comprehension and Similarities subtests…

Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…

This article proposes a set of criteria for reporting meta-analyses of topics in learning disabilities. Application of the criteria to examples of published meta-analyses reveals the wide variation in amount of reported data, which could influence the summative results of meta-analyses and subsequent judgment of face validity. (Author/DB)

This study describes validation data for qualitative and quantitative writing measures useful with a full range of students, including special education students, in grades three through five. The study looked for consistent administration and scoring, sensitivity in differentiating groups of students, relation to other accepted assessments, and…

The interrelation of 4 achievement tests was investigated with 202 students (mean age 11) with specific learning disabilities. Although, in general, achievement subtests claiming to measure the same academic construct were moderately to strongly related, significant mean differences were present on several measures claiming to measure the same…

Synthesizes findings from 36 studies that validated the Dunn and Dunn Model of Learning-Style Preferences. Questions are raised regarding the validity of the model, the nature of the literature base, the interpretation of the meta-analytic findings, and the conclusions. The article concludes that the model has not been adequately validated.…

This critical evaluation of the Slosson Intelligence Test (SIT) determined that the test items are 30 years old, scores are derived from a nonrepresentative norm group, and scores are not interchangeable with other intelligence measures. The paper concludes that the SIT is unsuited for educational decision-making purposes, including screening,…

This review of the Test of Early Written Language concludes that the test succeeds in identifying students who are below their peers in writing and in measuring long-term gains in written language achievement; but its format makes it difficult to document specific strengths and weaknesses and its reliability; and validity have not been…

Proposes a treatment-validity model for the identification of learning disabilities. The four-phase eligibility-assessment process would include evaluating adaptations in the regular classroom and verifying the effectiveness of special education before placement. Considers the technical requirements of this alternative eligibility process, and the…

Two self-administered, self-scored, and self-interpreted career interest inventories used by adolescents and adults are described, the Self-Directed Search and its Form Easy, an adaptation for poor readers. The paper discusses test components, subtests, and theory; gender issues; interpretation; appropriateness; coding discrepancies; and…