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 study examined scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) for 1,090 children (818 boys and 272 girls) ages 8-16 from a large midwestern school district. These children were all referred for learning problems and were determined to have IQ and achievement discrepancies. Results showed an asymmetrical redundancy between measures, with 18.8% of the WRAT found to be redundant with 7.2% of the WISC-R. This finding suggests that there was little overlap between the measures of achievement and intelligence. Results were interpreted in light of the differential format of measurement instruments when used with various levels of academic ability. (21 references) (Author)