Forty trainable mentally retarded students were concurrently administered the Stanford Scale and the Wide Range Achievement Test (WRAT). WRAT reading, spelling and arithmetic subtests were regressed on Stanford intelligence quotients. Predictions were statistically valid. Derived regression equations are reported. (Author/CP)

Developed as part of the British Ability Scales for ages 2-17, the Social Reasoning Scale was initially based on Kohlberg's invariant moral development stages, although substantial modifications were later introduced. In its standardization, an age progression was noted. Administration procedures, scoring criteria, and an illustrative example are…

Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)

Examines the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence on 194 children. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.…

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was factor analyzed at each of six age levels between four and six-plus years through the method of principal factors. Results substantially support Wechsler's division of the WPPSI subtests into a Verbal and a Performance scale at all age levels. (Author)

Reports on a study designed to measure the various learning abilities of nine-year-old German children as observed during one year of English instruction. Describes a battery of special tests administered to the students during the experimental year and discusses results obtained through correlation analyses. (MES)

Briefly discusses 10 books, or series of books, that represent major turning points in American education in the last 75 years. The authors include William H. McGuffey, Abraham Flexner, Lewis M. Terman, John Dewey, George S. Counts, Jerome S. Bruner, James S. Coleman, Michael B. Katz, and B. F. Skinner. (IRT)

Regression lines for the prediction of achievement were compared across race through the Potthoff analysis, which provides a simultaneous test of slope and intercept values. Results of these comparisons generally supported the predictive validity of the Wechsler Intelligence Scale for Children-Revised across race with this referral sample of young…

Among the findings was that the factor structure of learning disabled children on the Wechsler Intelligence Scale for Children-Revised was somewhat more fractionated and complex than for normals, but not as complex as for reading disabled children. (Author/DLS)

The conclusion that learning disabled children have a deficit in perceptual organization is not accepted because of two major methodological problems. Dean refutes this criticism showing that learning disabled children have a perceptual organization deficit when compared with emotionally disturbed children. (Author/BEF)

Proposes a grouping of subtests corresponding to the three-factor pattern of the Wechsler Intelligence Scale for Children (WISC) and its revised form, WISC-R, for use with children with reading difficulties. (FL)

The Revised Wechsler Intelligence Scale for Children appears significantly to widen the gap between Black and White performance, increasing the likelihood of unjustified negative social and educational consequences. (Author/EB)

Evaluates general studies concerned with possible racial bias in IQ tests and concludes that IQ tests are not biased against Blacks and/or lower-class Whites. (Author/DB)

Examines conceptions of political influences on education in "Schooling in Capitalist America" (Samuel Bowles and Herbert Gintis, 1976) and "Deschooling Society" (Ivan Illich, 1971). Reviews also Bowles and Gintis' treatment of the social function of intelligence, social change, and genetic versus environmental determinants of…

Analysis of correlations between Verbal and Full Scale IQ scores for 231 high-IQ psychiatric outpatients indicated that Verbal IQ appears partially valid as a WAIS short form for this higher IQ group. Results are interpreted in terms of Resnick and Entin's short form validity criteria. (Editor/SJL)