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Joint Factor Analysis of the K-ABC and WISC-R with Normal Children.
Peer reviewed Peer reviewed
Kaufman, Alan S.; McLean, James E. – Journal of School Psychology, 1987
Investigated factor structures of Wechsler Intelligence Scale for Children-Revised (WISC-R) and Kaufman Assessment Battery for Children (K-ABC) for 212 normal children. Findings suggest correspondence between: (1) WISC-R Verbal Comprehension and K-ABC Achievement; (2) WISC-R Perceptual Organization and K-ABC Simultaneous Processing; and (3) WISC-R…
Descriptors: Children, Comparative Testing, Factor Analysis, Factor Structure
Determining the Best WISC-R Short Forms.
Zimmerman, Irla L.; Woo-Sam, James M. – 1982
Two kinds of WISC-R short forms, item reduction and subtest reduction, are reviewed in terms of their ability to meet these criteria of adequacy: a significant correlation between the full scale IQ and the short form IQ, a non-significant difference between the full and short form mean IQ, a low percentage of IQ classification changes resulting…
Descriptors: Intelligence Tests, Test Interpretation, Test Items, Test Reliability
A Comparison Between the WISC and WISC-R Among a Clinical Referred Population
Peer reviewed Peer reviewed
McGonagle, Bonnie – Psychology in the Schools, 1977
This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in the sample, except the EMRs. (Author)
Descriptors: Clinical Diagnosis, Comparative Analysis, Elementary Education, Intelligence Tests
A Canonical Correlation Analysis of the WISC and ITPA for a Group of Learning-Disabled Children.
Peer reviewed Peer reviewed
McLeskey, James; And Others – Journal of Special Education, 1980
The study investigated the extent to which information obtained from the WISC overlaps with information obtained from the ITPA. A canonical correlation analysis revealed that only 24 percent of the WISC subtest variance is redundant, given the ITPA; while 22 percent of the ITPA subtest variance is redundant, given the WISC. (Author/DB)
Descriptors: Correlation, Elementary Secondary Education, Intelligence Tests, Language Handicaps
An Abbreviated Form of the WISC-R: Is It Valid?
Peer reviewed Peer reviewed
Resnick, Robert J. – Psychology in the Schools, 1977
It was concluded that the abbreviated WISC-R may be appropriate when intelligence is a question relative to candidacy for therapy or as a noncritical, general indication of intelligence when IQ classification is not important and/or assessment time is limited. (Author)
Descriptors: Elementary Education, Intelligence Tests, Junior High Schools, Measurement Instruments
Testing Correlations between Similar Measures in Small Samples.
Peer reviewed Peer reviewed
Braden, Jeffery P. – Educational and Psychological Measurement, 1986
A procedure is proposed for determining whether correlations obtained between two measures justify the assumption that the measures are identical. It is intended especially for small samples. In the example, the performance scales of two intelligence tests were administered to 32 deaf adolescents. (GDC)
Descriptors: Correlation, Deafness, Equated Scores, Evaluation Problems
The Role of Measurement in Educational Policy: Lessons from the Identification of Learning Disabilities.
Peer reviewed Peer reviewed
Shepard, Lorrie – Educational Measurement: Issues and Practice, 1983
Technical problems in the assessment of learning disabilities (LD) are only a small part of the problems leading to the misidentification of children in this category of handicap. Given all the other motives and purposes served by labeling a child LD in school, apparently sound measurement advice may actually do more harm than good. (LC)
Descriptors: Disability Identification, Educational Diagnosis, Educational Policy, Elementary Secondary Education