It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales. (Author)

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)

Assessed the degree of comparability between the tests over time for two samples of referred adolescents of borderline intelligence. Results indicated that the Wechsler Adult Intelligence Scale-Revised significantly overestimated the Wechsler Intelligence Scale for Children-Revised by three to five points. Differences were most marked at the lower…

The study compared differences and similarities between WISC and WISC-R scores for 48 ten- and thirteen-year-old educable mentally retarded students, who were matched according to sex and race. Results suggest that many children classified as "Borderline" or slightly above the WISC will be classified as "Mentally Deficient" by…

The mean IQ on the Slosson Intelligence Test (SIT) was substantially higher than expected based on the earlier Peabody Picture Vocabulary Test (PPVT) scores. Sampling error and examiner error were excluded as explanations. Results suggest that the PPVT and SIT yield different scores and lack comparability. (Author)

Provides a critical and comparative evaluation of the five most commonly used published rating scales for the assessment of ADHD. Reviews were conducted in four main areas: content and use, standardization sample and norms, scores and interpretation, and psychometric properties. Scales with the strongest standardization samples and evidence for…

WISC and WISC-R IQs of two groups of normal 10-year-old children from divergent socioeconomic backgrounds were compared in a counter-balanced research design. Significantly higher WISC IQs were obtained on Verbal and Full Scales of low socioeconomic group and on Performance and Full Scales of high socioeconomic group. (Author)

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)

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…

Contends that erroneous conclusions concerning intraindividual strengths may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when the difference between the two scores is not statistically…

Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests of the Iowa Tests of Basic Skills were analyzed for sex bias. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined. (Author)

Used Light's Retention Scale totals, along with measures of achievement, and self-concept to predict academic, emotional, and social status at the end of the repeated first grade. Results suggest that Light's Retention Scale is neither reliable nor valid as a psychometric device. (Author/JAC)