Reading disorders, including reading comprehension disorders, are among the most common referrals for evaluation in schools. If that evaluation involves individually administered tests of reading, the examiner is faced with selecting at least one reading comprehension subtest that is inherently associated with specific task demands, such as a…

Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding…

Administered the Peabody Picture Vocabulary Test (Revised) and reading, mathematics, and written-language subtests of the Woodcock-Johnson Psycho-Educational Test Battery to 28 regular education and learning disabled students. Except for correlations between form M and the reading and written-language subtests for the LD group, values did not…

Compared the Wechsler Intelligence Scale for Children (Revised) and the Woodcock-Johnson Psycho-Educational Battery (W-J) for 142 children with regular and learning-disabled (LD) class placement. The W-J and WISC-R evidenced low to moderate correlations and significant mean differences. W-J/WISC-R correlations for the regular students exceeded…

Evaluated the validity of the Slosson Intelligence test as determined by the Wechsler Intelligence Scale for Children-Revised (WISC-R). Results indicated that the Slosson correctly predicted functioning level to within 10 IQ points of the WISC-R Full Scale scores for 88 percent of the subjects. (LLL)

Investigated the external validity of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) in learning disabled (LD) elementary school children (N=60). Results suggested that the WJTCA's achievement emphasis jeopardizes its validity for assessing and classifying LD students within the currently accepted and mandated ability-achievement…

Examined the relationship between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and Wechsler Intelligence Scale for Children-Revised (WISC-R) in a referral sample of 52 elementary students. Results showed comparable WJTCA/WISC-R global ability estimates, contrary to lower WJTCA scores found in recent studies with learning disabled…

The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R (Wechsler Intelligence Scale for Children-Revised) were compared. Results provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the intelligence quotients on the two tests may not be interchangeable.…

Administered the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) and The Minnesota Percepto-Diagnostic Test (MPD) to 40 learning disabled students. Low correlations were found between MPD T scores and the LNNB-Children's Revision Scales, but raw scores from the MPD had somewhat higher correlations with the…

Compared Bender-Gestalt performance of 452 Navajo children with 1974 Koppitz and System of Multicultural Pluralistic Assessment norms (SOMPA), and investigated the use of the Bender-Gestalt for diagnosing learning disabilities. Results suggested the Koppitz and SOMPA White norms may be useful in psychological assessment of Navajo children. (JAC)

Administered a complex reaction time task to 47 learning-disabled and 41 control children. The preparatory interval between a warning and act light was manipulated for length and regularity. Results indicated that the inability to sustain attention over time, rather than momentary inattentiveness, distinguished the two groups. (Author)

Compared Stanford-Binet (Fourth Edition) and the Wechsler Intelligence Scale for Children-Revised as instruments for assessing the intellectual strengths and weaknesses of students (N=35) classified as learning disabled in elementary and secondary grades. Results suggest the tests will yield similar intelligence quotients for the learning disabled…

The Wechsler Intelligence Scale for Children-III and the Kaufman Brief Intelligence Test were administered in counterbalanced order to a sample of 39 school identified students (28 males and 11 females) with learning disabilities. Mean age was 9 years, 3 months. The WISC-III Full Scale IQ and K-BIT IQ Composite produced a correlation of .74 (p…

Learning disabled children performed lower than general education children on all five major scale indexes. A similar amount of scatter was present in the profiles of learning disabled and general education children. No specific pattern of scale indexes could be determined as typical for learning disabled children. (Author)

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…