Relationships between WISC-R factors, Wide-Range Achievement Test scores, and visual-motor maturation in children referred for psychological evaluation.

1978 ◽  
Vol 46 (5) ◽  
pp. 869-872 ◽  
Author(s):  
James M. Stedman ◽  
G. Frank Lawlis ◽  
Robert H. Cortner ◽  
Gloria Achterberg
Keyword(s):  
Test Scores ◽  
Psychological Evaluation ◽  
Achievement Test ◽  
Achievement Test Scores ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Visual Motor ◽  
R Factors ◽  
Wide Range Achievement

EEG Differences in Children's Reading, Spelling, and Arithmetic Abilities

1971 ◽  
Vol 32 (1) ◽  
pp. 133-134 ◽  
Author(s):  
Lawrence C. Hartlage ◽  
Joseph B. Green
Keyword(s):  
Left Hemisphere ◽  
Test Scores ◽  
Achievement Test ◽  
Achievement Test Scores ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Children's Reading ◽  
Children’S Reading ◽  
Wide Range Achievement

Differences in children's reading, spelling, and arithmetic abilities based on EEG classifications of locus of dysfunction were measured. 114 children were classified into categories of right- or left-hemisphere abnormality, diffuse abnormality, or normal EEG. When Wide Range Achievement Test scores on reading, spelling, and arithmetic functioning were compared, no significant differences appeared among the four groups.

Characteristics of Third-Grade Learning Disabled Children

1981 ◽  
Vol 4 (2) ◽  
pp. 224-230 ◽  
Author(s):  
Joy L. Cullen ◽  
Frederic J. Boersmam ◽  
James W. Chapman
Keyword(s):  
Learning Disabled ◽  
Achievement Test ◽  
Affective Development ◽  
Wide Range Achievement Test ◽  
Visual Motor Integration ◽  
Wide Range ◽  
Visual Motor ◽  
Conducting Research ◽  
Grade 3 ◽  
Wide Range Achievement

The Developmental Test of Visual-Motor Integration, the Wide Range Achievement Test, and the Student's Perception of Ability Scale were administered to 70 learning disabled and 73 normally achieving grade-3 children who had been stratified on full-scale WISC-R IQ scores. WISC-R Verbal-Performance differences, Wide Range Achievement Test, and Student's Perception of Ability scores all differentiated between the two groups, but significant differences were not obtained for visual-motor integration skills. The results are discussed in terms of conducting research with samples matched on IQ and the importance of remedial procedures focusing on verbal, cognitive, and affective development.

McCarthy and Wisc-R Correlations with Wrat Achievement Scores

1980 ◽  
Vol 51 (2) ◽  
pp. 392-394 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Test Scores ◽  
Group Analysis ◽  
Learning Disabled ◽  
Achievement Test ◽  
Reading Scores ◽  
Achievement Scores ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Educable Mentally Retarded ◽  
Wide Range Achievement

The relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement Test Reading scores were explored with a sample of 20 educable mentally retarded ( M age = 7–10) and 20 learning disabled ( M age = 8–1) children. Wide Range Achievement Test scores did not correlate significantly with the WISC-R and McCarthy scores for the retarded sample, while substantial correlations were found for the learning disabled group. Analysis indicated that the McCarthy and WISC-R were positively and equally related to the Wide Range Achievement Test Reading section. Implications of these findings are discussed.

Differential Correlates of Bender-Gestalt and Beery Visual Motor Integration Test for Black and for White Children

1976 ◽  
Vol 43 (3_suppl) ◽  
pp. 1039-1042 ◽  
Author(s):  
Lawrence C. Hartlage ◽  
Tommie L. Lucas
Keyword(s):  
Racial Differences ◽  
Test Performance ◽  
Test Scores ◽  
Achievement Test ◽  
White Children ◽  
Achievement Test Scores ◽  
Visual Motor Integration ◽  
Integration Test ◽  
Wide Range ◽  
Visual Motor

The Bender-Gestalt and Beery Developmental Test of Visual Motor Integration were administered to 58 black and 33 white children, aged 10-5, mean IQ of 81, of comparable socioeconomic class. WISC, Peabody, Raven Matrices, and Wide Range Achievement Test scores were correlated separately for each racial group. No test appeared to have unique value in helping alleviate possible racial differences in test performance, correlated with achievement test scores at levels exceeding correlations of the WISC with such scores.

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test

1998 ◽  
Vol 83 (3) ◽  
pp. 963-967 ◽  
Author(s):  
Teresa D. Smith ◽  
Billy L. Smith
Keyword(s):  
Learning Disabled ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Two Measures ◽  
Individual Achievement ◽  
And Mathematics ◽  
Mean Differences ◽  
Education Resource ◽  
Wide Range Achievement

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the Basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading spelling, and arithmetic.

scholarly journals Desempenho acadêmico de estudantes do segundo segmento do ensino fundamental examinado por uma adaptação do wide range achievement test (WRAT 3)

2012 ◽  
Vol 22 (2) ◽  
pp. 209
Author(s):  
Gilberto N. O. Brito
Keyword(s):  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Para Determinar ◽  
Wide Range Achievement

OBJETIVOS: examinar o desempenho acadêmico de escolares brasileiros do 6º. ao 9º. ano através de uma adaptação das formas Azul e Marrom do Wide Range Achievement Test (WRAT3-TDA3). MÉTODO: o desempenho de 722 escolares (281 meninos e 441 meninas com idade média de 13,5 anos, DP= 1,4) foi avaliado. Os dados foram analisados através de uma análise multivariada de variância para determinar a relação entre o desempenho no Ditado, Aritmética e Leitura e características demográficas das crianças, história de repetência, dominância manual, e disfunção auditiva e visual. RESULTADOS: a forma do teste (Azul e Marrom) teve um efeito significativo e, por isso, os dados foram examinados separadamente para cada forma do TDA3. Demonstrou-se que o sexo, idade, etnia, ocupação materna e paterna, história de repetência e disfunção auditiva e visual estavam significativamente associados ao desempenho nos subtestes Ditado, Aritmética e Leitura de ambas as formas. Além disso, a idade e dominância manual apresentaram efeitos significativos no desempenho dos subtestes da forma Azul e escolares com disfunção auditiva ou visual mostraram um desempenho pior nos subtestes da forma Marrom em comparação com os escolares sem qualquer disfunção. CONCLUSÃO: é possível que o perfil do desempenho acadêmico dos escolares documentado no presente estudo esteja relacionado com aspectos fundamentais da linguagem e pesquisa nesta direção está atualmente em andamento.

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