The Woodcock Johnson Psycho-Educational Battery (Revised) is reviewed in regard to its application with learning-disabled (LD) adults. Strengths of the revised test are identified as are concerns about the low representation of LD adults in the normative sample and the complex interpretation process. (DB)

The study evaluated the Woodcock-Johnson Psycho-Educational Battery (WJPEB) with 71 elementary grade learning disabled (LD) students. The following questions were addressed: (1) Are there significant discrepancies between ability and achievement, as measured by the WJPEB, for LD children, and if so, in what academic areas? (2) Are there patterns…

Three studies were designed to explore the pattern of scores on the Kaufman Assessment Battery for Children (K-ABC) by 18 students in elementary level learning disability (LD) resource programs (Study 1), 133 elementary level students referred for learning problems (Study 2), and 67 elementary students referred for severe learning disabilities…

Indices of scatter on the WISC-R and McCarthy Scales were examined for 20 educable mentally retarded and 20 learning disabled children in relation to 20 matched controls and to standardization samples. Exceptional children exhibited more subtest scatter and variability than the standardization sample but not more than the control group. (Author/RD)

This critique, of Cummings and Moscato's review (TM 508 777) of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) argues that the WJTCA is biased toward achievement resulting in a discrepancy of scores for learning disabled students. This bias is incompatible with the aptitude/achievement discrepancy model of specific learning disabilities.…

Twenty-one studies that reported mean score differences between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale are summarized. The differences are found to be minimal and are attributed to data bias and WJTCA's higher correlation with achievement. (EGS)