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…

Examined the concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Kaufman Assessment Battery for Childen (K-ABC) with 47 students referred for learning difficulties. Data analysis indicated that the K-ABC Achievement global scale was the only significant predictor of the PPVT-R. Implications for practitioners are…

Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these "regulatory" methods address the "statutory" SLD definition, which explicitly includes a deficit in "basic…

Results of the Test of Nonverbal Intelligence (TONI), Wechsler Intelligence Scale for Children-Revised (WISC-R), and Wide Range Achievement Test were compared for 66 learning disabled children in grades one through six. The TONI mean score was found to be significantly different from the WISC-R Performance Intelligence Quotient (IQ). Implications…

Tests of the validity of the Wechsler Intelligence Scale for Children Third Edition Arithmetic, Coding, Information, and Digit Span (ACID) profile among 612 students with learning disabilities revealed that the ACID profile does not efficiently separate children with disabilities from those without disabilities. No ACID cutting score significantly…

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 Wechsler Intelligence Scale for Children-Revised (WISC-R) Comprehension, Arithmetic, and Object Assembly and McCarthy Quantitative and Memory Indices were most sensitive to learning disabled students' achievement. Conversely, the WISC-R Similarities and Arithmetic and the McCarthy Verbal Index were most sensitive to achievement of nonlearning…

Examined normal (N=34), learning disabled (N=34), and borderline mentally retarded (N=33) children's performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite…

Examined similarity of scores of 30 learning disabled students (aged 16 and 17) on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Results documented similarity between WISC-R and WAIS-R for 16 year-olds who were learning disabled and had average intellectual ability.…

The purpose of this article is to examine models designed for the determination of a learning disability and compare them to specific criteria to determine whether the given diagnostic process is ecological in nature. The traditional child-centered deficit model (CCD), Relative Achievement Discrepancy model (RAD), and Responsiveness to…

Examined long-term predictive validity of Learning Disabilities Index (LDI) as it relates to achievement outcomes for learning-disabled children. Results indicated that successive LDI scores at ages 7, 10, and 13 were capable of differentiating among children who had been identified as good, moderate, and poor outcome groups at age 13. (Author/NB)

Examined the concurrent validity of the composite and area scores of the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and the Mental Processing Composite and global scale scores of the Kaufman Assessment Battery for Children in Black, learning-disabled elementary school students (N=30). Findings demonstrated adequate concurrent…

Examined relationship of the Kaufman Assessment Battery for Children (K-ABC), the Wechsler Intelligence Scale for Children (Revised), (WISC-R), and the Woodcock-Johnson Psychoeducational Battery (W-JPB), Part Two, using children (N=34) with learning disabilities. Found more consistent relationships between WISC-R and W-JPB Achievement tests than…

Students (N=54) not designated as learning disabled completed the Woodcock-Johnson Psycho-Educational Battery and the Wechsler Intelligence Scale for Children-Revised. Significant differences were found in the mean scores between the two measures, suggesting that the Woodcock-Johnson may be loaded with verbal factors. (NRB)