Confirmatory latent profile analysis (CLPA) was used with the normative sample from the "Kaufman Test of Educational Achievement," 3rd ed. (KTEA-3) to determine whether it was possible to identify a latent class of individuals whose scores were consistent with the academic strengths and weaknesses related to dyslexia. The CLPA identified…

To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as…

Auditory processing disorders (APDs) are of interest to educators and clinicians, as they impact school functioning. Little work has been completed to demonstrate how children with APDs perform on clinical tests. In a series of studies, standard clinical (psychometric) tests from the Wechsler Intelligence Scale for Children, Fourth Edition…

To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = 0.016) adjusted mean (M) math…

Administered the Peabody Picture Vocabulary Test (Revised) and reading, mathematics, and written-language subtests of the Woodcock-Johnson Psycho-Educational Test Battery to 28 regular education and learning disabled students. Except for correlations between form M and the reading and written-language subtests for the LD group, values did not…

Examined Wechsler Intelligence Scale for Children-Revised (WISC-R) scores of 100 learning-disabled and 60 mildly retarded children retested on 3 separate occasions at 3-year intervals. Different results were obtained depending upon criterion considered. (Author/ABL)

Examines limitations of standard scores of achievement tests used in diagnosing learning disabilities. Consideration of these limitations is important in deciding whether a marked discrepancy exists between ability and achievement. Recommends use of developmental standard scores over status standard scores. (Author/ABB)

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.…

When conducting a profile analysis of the Peabody Individual Achievement Test, only those subtests in which the subtest specific variance equals or exceeds 25 percent of the total variance and exceeds error variance should be considered for interpretation. Behavioral factors and testing conditions also should be considered. (Author/BEF)

Ability-achievement discrepancies were analyzed using the Woodcock-Johnson Psycho-Educational Battery, WISC-R, and the Peabody Individual Achievement Test administered to a sample of low achievers. Reliabilities of difference scores were moderately high. Reliabilities of differences for devices normed on both the same and different populations…