Relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement reading scores were explored with a sample of 20 educable mentally retarded and 20 learning disabled children, ages six to nine. (Author/SJL)

Demonstrates the need for schools to clearly define diagnostic categories such as learning disabilities (LD). These LD students were considerably different from LD students in other studies. They performed on grade level according to the Wide Range Achievement Test, but significantly below their peers in actual classroom performance. (Author)

This study investigates the validity of the Stanford Binet Intelligence Scale-Fourth Edition (S-B:4) for use with students with learning disabilities. It compares the performance of 18 elementary-age students on the S-B:4 and the Kaufman Assessment Battery for Children (K-ABC). The subjects were identified by their school as having learning…

Factor-analyzed the WISC-R, PIAT, and WRAT scores of 183 male, learning disabled students. Findings suggest intelligence and achievement are composed of similar traits and skills. Therefore, comparison of individual achievement test scores with traditional Verbal, Performance, or Full Scale intelligence for learning disabled children may not be…

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)

This study compares the McCarthy Scales of Children's Abilities (MSCA) and the Kaufman Assessment Battery for Children (K-ABC) profiles of successful and unsuccessful preschoolers with learning disabilities. Subjects, 40 preschool students, were tested at the beginning and at the end of the preschool year and were placed into repeating or…

Results of applying different aptitude-achievement discrepancy models for test scores were compared for 150 second, 150 third, 150 fourth, and 130 fifth graders in several school systems in the Southeast who had been referred for psychoeducational testing for learning disabilities to determine whether different groups of students were identified…

Cognitive differences between 987 LD children and 178 EH children in public schools on a psychoeducational assessment battery were studied, and differences in factor structure were investigated. Caution is suggested in interpreting the results of multivariate statistical analyses, which indicated heterogeneity in the matrices of LD and EH…