C-87Predicting Wide Range Achievement Test Word Reading Score from Hopkins Adult Reading Test Scores

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.

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McCarthy and Wisc-R Correlations with Wrat Achievement Scores

Perceptual and Motor Skills ◽

10.2466/pms.1980.51.2.392 ◽

1980 ◽

Vol 51 (2) ◽

pp. 392-394 ◽

Cited By ~ 8

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.

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The Peabody as a Substitute Measure of Oral Reading

Perceptual and Motor Skills ◽

10.2466/pms.1973.36.3c.1258 ◽

1973 ◽

Vol 36 (3_suppl) ◽

pp. 1258-1258 ◽

Cited By ~ 1

Author(s):

James T. Heriot ◽

Joseph B. Tavormina ◽

Robert L. Vautrain

Keyword(s):

Reading Achievement ◽

Oral Reading ◽

Economic Status ◽

Standard Form ◽

Achievement Test ◽

Reading Test ◽

Peabody Picture Vocabulary ◽

Wide Range Achievement Test ◽

Wide Range ◽

Wide Range Achievement

The Peabody Picture Vocabulary Test correlates significantly with language ability (Teasdale, 1969) and reading achievement of children of lower socio-economic status (Hall, 1970). The need to develop measures of reading achievement for children with severe difficulties in spoken language (deaf and aphasics) suggested to us the possibility of modifying the Peabody to assess reading recognition of single words by such children. To obtain an estimate of the correlation between the Peabody as a reading test and the Wide Range Achievement Test (Jastak, 1965) 38 children with a MCA of 9 yr., 5 mo. and a MIQ of 103.9 were tested. They had been referred for evaluation of suspected learning disabilities. Target words from the Peabody were reprinted in enlarged type and presented visually to Ss who indicated their knowledge of each word by pointing to the appropriate picture. Standard Peabody basal and ceiling scoring criteria were used. The Wide Range Achievement Test was administered in standard form as an oral word-recognition test.

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Relationship between Reading Scores on the Wide Range Achievement Test and the Gilmore Oral Reading Test in Young Children

Psychological Reports ◽

10.2466/pr0.1981.49.1.191 ◽

1981 ◽

Vol 49 (1) ◽

pp. 191-193 ◽

Cited By ~ 1

Author(s):

Rita Hollensworth ◽

Robert B. White

Keyword(s):

Oral Reading ◽

Achievement Test ◽

Reading Test ◽

Reading Scores ◽

Wide Range Achievement Test ◽

Wide Range ◽

Two Measures ◽

The Difference ◽

Grade Placement ◽

Wide Range Achievement

The relationship between the reading scores of children ages 7 to 9 yr. on the Wide Range Achievement Test and the Gilmore Oral Reading Test was investigated. The 50 children (37 males and 13 females) had a mean age of 8.6 yr., and a mean grade placement of 2.98. They obtained a mean grade level reading score of 3.27 on the achievement test and 2.26 on oral reading (accuracy). Although the correlation between the two scores was .87, 47 of the children scored higher on the achievement test. As the difference between the mean scores on the two tests was significant, it appears that the two measures produce neither identical nor interchangeable information.

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