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 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.

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.

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.

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.

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