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Peer reviewedThompson, Pamela L.; Brassard, Marla R. – School Psychology Review, 1984
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.…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Tests, Elementary Education
A Response to Some Questions Raised About the Woodcock-Johnson: I. The Mean Score Discrepancy Issue.
Peer reviewedWoodcook, Richard W. – School Psychology Review, 1984
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)
Descriptors: Cognitive Tests, Comparative Analysis, Intelligence Tests, Learning Disabilities
Peer reviewedPlapinger, Donald S.; Sikora, Darryn M. – Language, Speech, and Hearing Services in Schools, 1995
This study of 12 children (ages 7-13) with mild to moderate bilateral sensorineural hearing loss found that psychoeducational diagnostic tests standardized on students with normal hearing may be used with confidence to assess both cognitive and academic levels of functioning in students with sensorineural hearing loss. (Author/JDD)
Descriptors: Academic Achievement, Achievement Tests, Cognitive Ability, Cognitive Tests
