The Use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the Diagnosis of a Learning Disability in Reading: A Caveat

Diagnostique ◽  
1985 ◽  
Vol 11 (1) ◽  
pp. 14-20 ◽  
Author(s):  
William E. Caskey
Keyword(s):  
Learning Disability ◽  
Achievement Test ◽  
Reading Mastery ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement ◽  
Mastery Tests

Predictive Validity of the PPVT-R for Navajo Children

1984 ◽  
Vol 55 (1) ◽  
pp. 297-298 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Predictive Validity ◽  
Test Scores ◽  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement

The predictive validity of the Peabody Picture Vocabulary Test—Revised was examined for a sample of 33 Navajo children in Grades 1 to 6. Test scores correlated .65 and significantly with scores obtained 10½ mo. later on the Peabody Individual Achievement Test Total score. Implications for interpretation are discussed.

Test of the Definition of Learning Disability Based on the Difference between IQ and Achievement

2005 ◽  
Vol 97 (1) ◽  
pp. 109-116 ◽  
Author(s):  
Susan Dickerson Mayes ◽  
Susan L. Calhoun
Keyword(s):  
Learning Disability ◽  
Achievement Test ◽  
Learning Problems ◽  
Written Expression ◽  
Significant Discrepancy ◽  
M 10 ◽  
Individual Achievement ◽  
The Difference ◽  
Teachers And Parents ◽  
Definition Of

A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8–16 years, M= 10, SD = 2) with normal intelligence. Learning disability was defined as a significant discrepancy ( p<.05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems.

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