AN INVESTIGATION OF THE VALIDITY OF THE BRITISH ABILITY SCALES WITH RESPECT TO THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN-REVISED AND THE WIDE RANGE ACHIEVEMENT TEST-REVISED ON A GROUP OF CANADIAN CHILDREN

1988 ◽  
Vol 58 (2) ◽  
pp. 212-216 ◽  
Author(s):  
JOHN COOK
Keyword(s):  
Achievement Test ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Wide Range Achievement

Achievement Test Correlates of Wechsler Intelligence Scale for Children and Wechsler Intelligence Scale for Children—Revised

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1283-1286 ◽  
Author(s):  
Lawrence C. Hartlage ◽  
Katherine E. Boone
Keyword(s):  
Achievement Test ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Wide Range Achievement

Children in regular Grades 4 and 5 were given the WISC and WISC-R, in counterbalanced order, along with the Wide Range Achievement Test. Correlations were computed among all major subscales. WISC IQ averaged five points higher than WISC-R. The two scales intercorrelated (.61 to .85) at significant levels. WISC and WISC-R correlations with the Wide Range Achievement Test were similar, with WRAT correlation slightly larger with the WISC than WISC-R.

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.

Growth and Intellectual Development

PEDIATRICS ◽  
1986 ◽  
Vol 78 (4) ◽  
pp. 646-650
Author(s):  
Darrell M. Wilson ◽  
Lawrence D. Hammer ◽  
Paula M. Duncan ◽  
Sanford M. Dornbusch ◽  
Philip L. Ritter ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Intellectual Development ◽  
Achievement Test ◽  
Health Examination ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Iq Scores ◽  
Growth And Change ◽  
Wide Range Achievement

Data from the National Health Examination Survey (cycles II and III) provided a representative sample of 13,887 US youths (6 to 17 years of age) with which to examine the relationship between height (normalized for age and sex) and measures of intellectual development (Wechsler Intelligence Scale for Children) and academic achievement (Wide Range Achievement Test). Additionally, 2,177 subjects were studied first in cycle II and 2 to 5 years later in cycle III, forming a well-selected longitudinal study group in which to examine any association between linear growth and change in IQ scores. Wechsler Intelligence Scale for Children and Wide Range Achievement Test scores were significantly correlated with height in both cycle II and cycle III. However, no significant association between change in relative height and change in IQ scores could be detected in the longitudinal group. These data suggest that therapies designed to increase height are unlikely to alter measures of intellectual development or academic achievement.

Peabody Individual Achievement Test: Concurrent Validity with Juvenile Delinquents

1975 ◽  
Vol 37 (3) ◽  
pp. 935-938 ◽  
Author(s):  
Duane G. Ollendick ◽  
Michael J. Murphy ◽  
Thomas H. Ollendick
Keyword(s):  
Concurrent Validity ◽  
Achievement Test ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement ◽  
Wide Range Achievement ◽  
Total Test ◽  
Achievement Levels

The present study examined the concurrent validity of the Peabody Individual Achievement Test with the Wide Range Achievement Test and Wechsler Intelligence Scale for Children in a juvenile delinquent population. The three tests were administered to 18 male delinquents between the ages of 12–4 and 15–11. Intercorrelations between subtests of the first two tests were significant, as was the Peabody Achievement Total Test with the Wechsler Intelligence Scale for Children Full Scale IQ. However, the two achievement measures agreed in terms of gross intellectual classification less than 56% of the time on all subtests. As the Peabody Achievement subtest, Mathematics, vs Wide Range subtest, Arithmetic, yielded significantly different achievement levels the two were not measuring comparable achievement levels. Substitution of one for the other is questionable. Suggestions were made for research concerning concurrent validity employing the present methodology.

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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