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Relationships Between the ABC Inventory and the Metropolitan Readiness Test
Peer reviewed Peer reviewed
Van Horn, K. Roger; Holland, Jean M. – Psychology in the Schools, 1974
The predictive validity and factor structure of the ABC Inventory were analyzed by comparing scores obtained by preschoolers on this test with scores on the Metropolitan Reading Test. The correlational and factor analyses results reveal significant empirical and conceptual relationships between the two tests. (Author/PC)
Descriptors: Achievement Tests, Comparative Analysis, Factor Analysis, Predictive Validity
The Utility of the Key Math Diagnostic Arithmetic Test for Adolescent Learning Disabled Students
Peer reviewed Peer reviewed
Greenstein, Jane; Strain, Phillip S. – Psychology in the Schools, 1977
The Key Math Diagnostic Arithmetic Test was administered to 82 learning disabled adolescents. An analysis of the performance of these children revealed that mean LD performance peaked at approximately the fourth grade level of difficulty and there was marginal variation in performance across the 14 subtests. (Author)
Descriptors: Academic Ability, Adolescents, Arithmetic, Cognitive Ability
An Examination of the Predictive Validity of the Keymath Diagnostic Arithmetic Test and the Wide Range Achievement Test in Exceptional Children
Peer reviewed Peer reviewed
Kratochwill, Thomas R.; Demuth, Dennis M. – Psychology in the Schools, 1976
Title I elementary school children (N=37) were administered the Arithmetic subtest of the Wide Range Achievement Test and the Key Math Diagnostic Arithmetic Test. One year later, the Metropolitan Achievement Test was administered. Correlations between the three measures are presented and discussed. (Author)
Descriptors: Achievement Tests, Arithmetic, Educational Diagnosis, Elementary Education
School Readiness and Teachers' Ratings: A Validation Study
Peer reviewed Peer reviewed
Flook, William M.; Velicer, Wayne F. – Psychology in the Schools, 1977
Predictive validity of a school readiness test (Preschool Screening System (PSS)) was investigated through a teacher rating scale (Rhode Island Pupil Identification Scale) to six groups of kindergarten children of both sexes (N=245). The most powerful predictor in every group was the "Information Processing" score of the PSS. (Author)
Descriptors: Comparative Analysis, Kindergarten Children, Learning Readiness, Predictive Measurement