scholarly journals Estimating Premorbid Functioning in Huntington's Disease: The Relationship between Disease Progression and the Wide Range Achievement Test Reading Subtest

2010 ◽  
Vol 26 (1) ◽  
pp. 59-66 ◽  
Author(s):  
J. J. F. O'Rourke ◽  
W. H. Adams ◽  
K. Duff ◽  
J. Byars ◽  
P. Nopoulos ◽  
...  
Keyword(s):  
Huntington's Disease ◽  
Huntington’S Disease ◽  
Disease Progression ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Premorbid Functioning ◽  
The Relationship ◽  
Wide Range Achievement

Process Testing: Is The Detroit the Answer?

1981 ◽  
Vol 4 (1) ◽  
pp. 44-47 ◽  
Author(s):  
Judy Olson ◽  
Cecil Mercer ◽  
Dan Paulson
Keyword(s):  
Academic Achievement ◽  
Learning Disabled ◽  
Achievement Test ◽  
Underlying Process ◽  
Wide Range Achievement Test ◽  
Process Testing ◽  
Wide Range ◽  
Arithmetic Performance ◽  
The Relationship ◽  
Wide Range Achievement

The relationship between performance on selected subtests of the Detroit Test of Learning Aptitude (DTLA) and academic performance as measured by the Wide Range Achievement Test was analyzed for a group of 65 learning disabled adolescents. An examination of the results found only one significant correlation between the Oral Direction subtest and arithmetic performance. It was concluded that use of the DTLA seems unwarranted as a measure for predicting academic achievement variables underlying process disorders in adolescents.

Relationship of the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a Selected Sample of Young Children

1982 ◽  
Vol 50 (3) ◽  
pp. 981-982 ◽  
Author(s):  
Donald L. Kitson ◽  
Hubert Booney Vance
Keyword(s):  
Young Children ◽  
Concurrent Validity ◽  
Achievement Test ◽  
Regression Analyses ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Relationship Of ◽  
The Relationship ◽  
Wide Range Achievement

This study investigated the relationship between the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a selected sample of 36 young children. There were 21 boys and 15 girls whose chronological ages ranged from 6-0 to 9-6, with a mean age of 7-3. Pearson product-moment correlations were obtained between the measures and t tests for independent means were computed. Regression analyses used all three Wide-Range Achievement subtests as criteria and the Verbal, Performance, and Full Scale IQs of the WISC-R as predictors. The results support the concurrent validity of the WISC-R.

Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders

1988 ◽  
Vol 9 (3) ◽  
pp. 247-266 ◽  
Author(s):  
Joanne F. Carlisle
Keyword(s):  
Experimental Tests ◽  
Eighth Graders ◽  
Achievement Test ◽  
Derivational Morphology ◽  
Older Students ◽  
Wide Range Achievement Test ◽  
Spelling Ability ◽  
Wide Range ◽  
The Relationship ◽  
Wide Range Achievement

ABSTRACTThis study investigated students' knowledge of derivational morphology and the relationship between this knowledge and their ability to spell derived words. The subjects (fourth, sixth and eighth graders) were given the Wide Range Achievement Test, Spelling subtest, and experimental tests of their ability to generate base and derived forms orally, to spell the same base and derived words, and to apply suffix addition rules. The results indicate strong developmental trends in both the mastery of derivational morphology and the spelling of derived words; however, spelling performances lagged significantly behind the ability to generate the same words. Success generating and spelling derived words depended on the complexity of transformations between base and derived forms. Further, mastery of phonological and orthographic transformations most strongly distinguished the three grades in both spelling and generating derived words. Indications that the older students were using knowledge of morphemic structure in spelling derived words were found in analysis of the spelling of base and derived word pairs and the application of suffix addition rules.

Estimating Premorbid Ability in Rehabilitation Patients Using the Test of Premorbid Functioning and Wide Range Achievement Test–Fourth Edition

Assessment ◽  
2019 ◽  
pp. 107319111988744
Author(s):  
Summer N. Rolin ◽  
Jeremy J. Davis ◽  
Justin B. Miller
Keyword(s):  
Achievement Test ◽  
Full Scale ◽  
Mean Square ◽  
Concordance Correlation ◽  
Fourth Edition ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Premorbid Functioning ◽  
Intelligent Quotient ◽  
Wide Range Achievement

Objective: This study examined premorbid ability estimate concordance using Test of Premorbid Functioning predicted Full Scale Intelligent Quotient (TOPF-IQ) and Wide Range Achievement Test–Fourth Edition Word Reading (WRAT4-WR). Method: The sample ( N = 145) was 28% female with average age and education of 40.6 and 13.2 years, respectively. Outpatient neuropsychological evaluations were conducted in a rehabilitation setting. Measures included the TOPF, WRAT4-WR, Wechsler Adult Intelligence Scale–Fourth Edition, and other neuropsychological tests. Non-WAIS measures defined impairment groups. Analyses included t tests, pairwise correlations, concordance correlation coefficients, and root mean square differences. Results: TOPF-IQ, WRAT4-WR, and Full Scale Intelligent Quotient scores were not significantly different but were lower than normative mean. TOPF-IQ and WRAT4-WR showed acceptable agreement (concordance correlation coefficient = .92; root mean square difference = 5.9). Greater premorbid–current ability differences were observed in the impaired group. TOPF-IQ and WRAT4-WR showed lower but similar agreement with Full Scale Intelligence Quotient in the unimpaired group. Conclusions: Findings support the WRAT4-WR in predicting premorbid ability in rehabilitation settings.

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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