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The WISC-R as a Predictor of WRAT Achievement for Educable Mentally Handicapped Students.
Peer reviewed Peer reviewed
Grossman, Fred M.; Clark, Julia H. – Educational and Psychological Measurement, 1982
The Wechsler Intelligence Scale for Children-Revised Full Scale IQ did not yield valid predictions of achievement of educable mentally handicapped students in a public school setting, as measured by the Wide Range Achievement Test (WRAT). (Author/CM)
Descriptors: Academic Achievement, Elementary Secondary Education, Intelligence Tests, Mild Mental Retardation
Predictive Validity of the Revised Stanford-Binet Intelligence Scale with Trainable Mentally Retarded Students.
Peer reviewed Peer reviewed
Thiel, Glenn W.; Reynolds, Cecil R. – Educational and Psychological Measurement, 1980
Forty trainable mentally retarded students were concurrently administered the Stanford Scale and the Wide Range Achievement Test (WRAT). WRAT reading, spelling and arithmetic subtests were regressed on Stanford intelligence quotients. Predictions were statistically valid. Derived regression equations are reported. (Author/CP)
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Intelligence Tests
Validity of a Configural Interpretation of the Intellectual Screening and Achievement Scales of the Personality Inventory for Children.
Peer reviewed Peer reviewed
Bennett, Thomas S.; Welsh, M. Cay – Educational and Psychological Measurement, 1981
The ratings of the Achievement and Intellectual Screening scales of the Personality Inventory for Children (PIC) are compared with scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) to determine the efficacy of using the PIC as an index of children's performance on such measures.…
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Children
Predictive Validity of the WISC-R for White and Mexican-American Children.
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Reynolds, Cecil R.; Gutkin, Terry B. – 1980
Predictive validity of the Weschler Intelligence Scale for Children-Revised (WISC-R), was investigated with 174 Chicanos and 94 Anglos, ages 10-11, who were referred for psychological services. Wide Range Achievement Test Reading, Spelling, and Arithmetic subtest scores were each regressed on WISC-R Verbal, Performance and Full Scale Intelligence…
Descriptors: Academic Achievement, Achievement Tests, Anglo Americans, Emotional Disturbances
The Effect of Sociocultural Factors on the Achievement of Minority Children.
Rodriguez, Richard F. – 1989
Biased assessment instruments and practices can lead to over-representation of minority children in special education classes. This paper analyzes the amount of variance in Mexican-American achievement test scores attributable to sociocultural factors. Fifty learning disabled Mexican-American elementary school students completed the Peabody…
Descriptors: Academic Achievement, Achievement Tests, Cultural Influences, Educational Diagnosis