The Clinical Evaluation of Language Functions (CELF) was administered to 21 learning disabled and 21 matched normal adolescents. Results offered limited support for the construct validity of the CELF. (Author/CL)

Performance of 46 gifted and talented students (7-12 years old) on the Woodcock-Johnson Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children-Revised was compared. Concurrent validity between the two full-scale measures was indicated. Scores on the alternative cluster of Broad Reasoning provided more accurate appraisal of…

Factor analysis of the Gifted Student Screening Scale (GSSS) indicated that it is appropriate for use with both gifted and nongifted students. Cross-validation using discriminant analysis showed that the GSSS stably differentiated gifted and nongifted students. Cut-scores for identifying students for further testing for gifted programs were…

Fifteen learning disabled students (six to nine years old) scored significantly higher on the PIAT spelling subtest than on a dictated spelling test using identical words. Either approach, however, (selection or supply) ranked subjects similarly. (Author/CL)

Reported discrepancies between the WJTCA (Woodcock-Johnson Tests of Cognitive Ability) and Wechsler Intelligence Test for Children-Revised (WISC-R), scores of normal, learning disabled, and emotionally disturbed children (n=60) were analyzed. Results confirmed the validity of the WJTCA general cognitive ability score and indicated subscale…

The validity of the Gifted Student Screening Scale was evaluated with 479 students in grades four-six. Further testing of 54 students who scored just above and just below the cutoff score indicated the test was not racially biased and that the cutoff score was probably too low. (DB)

Wechsler Intelligence Scale for Children-Revised short-form procedures were used with 69 adolescents with slow school progress. The Satz-Mogel model was most effective in predicting the Full-Scale IQ. The Verbal IQ, Performance IQ, and selected five or six subtest combinations were also helpful predictors. Short-form procedures are inadequate for…

The relationship among IQs of the Wechsler Intelligence Scale for Children-Revised (WISC-R), Test of Nonverbal Intelligence (TONI), and Quick Test (QT) were investigated using 51 students (grades 2-8) with suspected learning problems. The subjects scored significantly higher on the TONI than on the WISC-R Verbal and Full Scales. (Author/VW)

Static and dynamic assessments conducted on 44 young handicapped children (mean age=68.75 months) demonstrated that dynamic assessment can provide information on a child's instructability. Graduated prompt assessment identified learning potential not identified by static tests. Mediation assessment identified learning potential not identified by…

The response to a previous article by Mardell-Czednowski and Lessen notes the lack of common criteria for evaluating technical adequacy of assessment instruments used with handicapped children and stresses the need to evaluate instruments with the specific populations to which they are administered. (DB)

Three studies involving elementary students examined methodological issues in curriculum-based reading assessment. Results indicated that (1) whereas sample duration did not affect concurrent validity, increasing duration reduced performance instability and increased performance slopes and (2) domain size was related inversely to performance slope…

Special education tests evaluated by M. Thurlow and J. Ysseldyke with regard to technical adequacy were reevaluated using the same criteria. There was disagreement of 11 of the 30 tests used in both evaluations, demonstrating that current test standards are vague enough that experts disagree. (Author/CL)

This study established criterion-related validity for the Reading Passages Subtest of a locally developed curriculum-based measurement (CBM) instrument, with cross-validation across reading curricula and criterion measures. Correlations of 479 primary grade students' reading scores on the Comprehensive Test of Basic Skills provided support for CBM…

Thirty-two preschool children were administered the Cognitive Levels Test (CLT) to evaluate its temporal stability and concurrent validity. Results indicated good temporal stability for the CLT-Cognitive Index and high correlations between the CLT-Cognitive Index and the Stanford-Binet: Fourth Edition. (Author/JDD)

This study evaluated the technical qualities of a naturalistic test of reading decoding skills, the"Diagnostic Names Task." Evaluation of the measure with 25 elementary grade disabled readers examined subtest reliability, sensitivity to change resulting from instruction, meaningful clustering of subskills, and criterion-related validity.…