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Investigation of the WISC-R For Use With Retarded Children: Correlation With the 1972 Stanford-Binet And Comparison of WISC and WISC-R Profiles
Peer reviewed Peer reviewed
Kaufman, Alan S.; Hagen, John Van – Psychology in the Schools, 1977
Mentally retarded youngsters (N=80) aged 6 to 16, were tested on the WISC-R, primarily to assess the continuity of measurement between the old and new WISCs. There was evidence to support the continuity of the WISC-R with its predecessor for retarded populations. (Author)
Descriptors: Comparative Analysis, Intelligence Quotient, Intelligence Tests, Mental Retardation
Comparison of Reading Disabled Children's Scores on the WISC-R, Peabody Picture Vocabulary Test, and Slosson Intelligence Test.
Peer reviewed Peer reviewed
Mize, John M.; And Others – Psychology in the Schools, 1979
This study suggests that the Peabody Picture Vocabulary Test and the Slosson Intelligence Test measure different and limited aspects of a child's ability and are only rough estimates of his/her capability of what is generally termed intelligence. Scores from either should be interpreted with care and in light of other information about a child.…
Descriptors: Children, Comparative Analysis, Educational Diagnosis, Intelligence Tests
Examiner Scoring of Ambiguous WISC-R Responses.
Peer reviewed Peer reviewed
Sattler, Jerome M.; And Others – Psychology in the Schools, 1978
Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)
Descriptors: Comparative Analysis, Intelligence Tests, Research Projects, Scoring Formulas
A Comparison of Factor Structures of the WISC and WISC-R
Peer reviewed Peer reviewed
Swerdlik, Mark E.; Schweitzer, John – Psychology in the Schools, 1978
Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)
Descriptors: Adolescents, Children, Comparative Analysis, Elementary Secondary Education
The Question of the Comparability of the WISC and WISC-R: Review of the Research and Implications for School Psychologists
Peer reviewed Peer reviewed
Swerdlik, Mark E. – Psychology in the Schools, 1977
The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. (Author)
Descriptors: Comparative Analysis, Intelligence Tests, Literature Reviews, Psychological Testing
Investigations into the Relationships of the WRAT, the PIAT, the SORT, and the WISC-R in Low-Functioning Referrals.
Peer reviewed Peer reviewed
Tramill, James L.; Tramill, Janis K. – Psychology in the Schools, 1981
A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)
Descriptors: Achievement Tests, Comparative Analysis, Elementary Secondary Education, Intelligence Tests