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Relation between Kaufman Brief Intelligence Test and WISC-III Scores of Children with RD.
Peer reviewed Peer reviewed
Chin, Christopher E.; Ledesma, Heloise Marie L.; Cirino, Paul T.; Sevcik, Rose A.; Morris, Robin D.; Frijters, Jan C.; Lovett, Maureen W. – Journal of Learning Disabilities, 2001
Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated. Both measures were administered to 65 children (ages 6-7). Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading…
Descriptors: Concurrent Validity, Disability Identification, Intelligence Tests, Primary Education
Early Reading Performance: A Comparison of Teacher-Based and Test-Based Assessments.
Peer reviewed Peer reviewed
Kenny, Dianna T.; Chekaluk, Eugene – Journal of Learning Disabilities, 1993
The concurrent validity of three types of reading ability assessments was evaluated with 312 Australian primary-level children. Results suggest that the nature of the skills required for success in reading changes in the primary years, and that both teacher-based and test-based assessments concur more closely as children progress through the…
Descriptors: Beginning Reading, Concurrent Validity, Foreign Countries, Handicap Identification
Demographic Characteristics and Mean Profiles of Learning Disability Index Subsets of the Standardization Sample of the Wechsler Intelligence Scale for Children--Revised.
Peer reviewed Peer reviewed
Clampit, Michael K.; Silver, Stephen J. – Journal of Learning Disabilities, 1990
The Learning Disability Index (LDI) was validated by an examination for mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum was found to measure Third Factor strengths/weaknesses as much as verbal-performance…
Descriptors: Concurrent Validity, Demography, Elementary Secondary Education, Handicap Identification
Factor Structures of Taiwanese Teachers' Ratings of ADHD: A Comparison with U.S. Studies.
Peer reviewed Peer reviewed
Yang, Kueifen Nancy; Schaller, James L.; Parker, Randall – Journal of Learning Disabilities, 2000
This study compared Taiwanese teachers' (N=121) ratings of attention deficit hyperactivity disorder (ADHD) symptoms with research using school-based American participants. Findings supported the concurrent validity of the Diagnostic and Statistical Manual IV ADHD factor structures of hyperactivity-impulsivity and inattention and the cross-cultural…
Descriptors: Attention Deficit Disorders, Comparative Education, Concurrent Validity, Cultural Differences