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Constructing and Norming Diagnostic Battery Tests of Verbal and Non-Verbal Learning Disabilities for Students in Arabic Schools
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Taha, Mohamed M.; El Nagar, Hosny Z. – Insights into Learning Disabilities, 2018
The purpose of this study is to construct and evaluate diagnostic battery tests of verbal and non-verbal learning disabilities for students in the Arabic schools. 612 students were in the 3rd, 4th and 5th grades of primary school were involved, mostly from Egypt and Saudi Arabia. Their ages ranged from 7.94-10.98 with mean age = 9.62 and SD =…
Descriptors: Diagnostic Tests, Learning Disabilities, Foreign Countries, Grade 3
A Comparison of PIAT and WRAT Performances of Learning Disabled Adolescents.
Peer reviewed Peer reviewed
Stoneburner, Robert L.; Brown, Barbara A. – Journal of Learning Disabilities, 1979
The study investigated the concurrent validity of the Peabody Individual Achievement Test (PIAT) with 60 learning disabled adolescents. Findings generally supported the concurrent validity of the PIAT as a measure of academic achievement with secondary learning disabled students. (SBH)
Descriptors: Achievement Tests, Adolescents, Exceptional Child Research, Learning Disabilities
A Comparison of the Wide Range Achievement Test and the Peabody Individual Achievement Test for Educationally Handicapped Children.
Peer reviewed Peer reviewed
Miller, William H. – Journal of Learning Disabilities, 1979
The content validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test was examined with 27 educationally handicapped students (5-9 years old). (CL)
Descriptors: Achievement Tests, Exceptional Child Research, Learning Disabilities, Mild Mental Retardation
The Wide Range Achievement Test and the Peabody Individual Achievement Test: A Comparative Study.
Peer reviewed Peer reviewed
Harmer, William R.; Williams, Fern – Journal of Learning Disabilities, 1978
The article presents a statistical and descriptive comparison, with emphasis on math subtests, of the Wide Range Achievement Test and the Peabody Individual Achievement Test, based on scores obtained from clients (in grades 1-12) at a university-affiliated learning disabilities center. (SBH)
Descriptors: Achievement Tests, Age Differences, Elementary Secondary Education, Exceptional Child Research
Predicting WRAT Scores from the WAIS-R for a Selected Sample of LD Children and Youth.
Peer reviewed Peer reviewed
Singer, Marc G.; And Others – Journal of Clinical Psychology, 1983
Investigated the concurrent validity of the Wechsler Intelligence Scale for Children (Revised) subtests and three IQs compared to Wide Range Achievement Test standard scores, in 28 learning-disabled children. Analysis showed no significant correlations between WISC-R and WRAT scores, indicating a lack of concurrent validity on the WAIS-R. (WAS)
Descriptors: Adolescents, Children, Comparative Testing, Elementary Secondary Education
The WRAT and the PIAT with Learning Disabled Children.
Peer reviewed Peer reviewed
Scull, John W.; Brand, Linda Hill – Journal of Learning Disabilities, 1980
The study was designed to provide a comparison of Peabody Individual Achievement Test (PIAT) and Wide Range Achievement Test (WRAT) scores in 49 learning disabled children (mean age 11 years at initial testing). (SBH)
Descriptors: Achievement Tests, Educational Diagnosis, Elementary Secondary Education, Exceptional Child Research
A Public School Validation Study of the Achievement Sections of the Woodcock-Johnson Psycho-Educational Battery with Learning Disabled Students.
Peer reviewed Peer reviewed
Beden, Ione; And Others – Educational and Psychological Measurement, 1987
Thirty elementary students referred for possible learning disability were administered the achievement sections of the Woodcock-Johnson Psycho-Educational Battery and several traditionally used school district tests. Identical student placement decisions were reached on 23 out of 30 students. (Author/GDC)
Descriptors: Achievement Tests, Cognitive Ability, Concurrent Validity, Diagnostic Tests
Relationship between WISC-R and WRAT in Children Referred for Learning Difficulties.
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Sattler, Jerome M.; Ryan, Joseph J. – Psychology in the Schools, 1981
Results indicate that the Wechsler Intelligence Scale for Children (Revised) is a valid predictor of achievement for children referred for learning disabilities. The verbal Scale IQ, and the Freedom from Distractibility IQ proved especially useful predictors of academic achievement. (JAC)
Descriptors: Academic Achievement, Achievement, Achievement Tests, Comparative Testing
The "Jangle Fallacy" Revisited: IQ and Achievement with Learning Disabled Children.
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Davis, Brandon; And Others – 1989
The position that intelligence and achievement are essentially different measures of the same construct has often been referred to as a "jangle fallacy." Such a position challenges the present practice of placing children in learning disabilities programs based on a discrepancy between Intelligence Quotient (IQ) and achievement. This…
Descriptors: Achievement Tests, Educational Diagnosis, Educational Practices, Elementary Secondary Education