Relationship between WAIS-R and Wide Range Achievement Test in a Sample of Mixed Patients

1983 ◽  
Vol 56 (2) ◽  
pp. 623-626 ◽  
Author(s):  
Joseph J. Ryan ◽  
Samuel J. Rosenberg
Keyword(s):  
Concurrent Validity ◽  
Medical Center ◽  
Achievement Test ◽  
Full Scale ◽  
Verbal Iq ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Area Standard ◽  
Reading And Spelling ◽  
Wide Range Achievement

Correlations between the WAIS-R Verbal, Performance, and Full Scale IQs, WAIS-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 60 patients at a V.A. medical center who were referred for routine psychological evaluation. The Full Scale IQ and Verbal IQ yielded large correlations with the three achievement area standard scores ( rs of .60 to .76). However, Performance IQs correlated moderately with reading and spelling scores ( rs of .41 and .42), but a larger correlation obtained with arithmetic scores ( r = .66). The results support the concurrent validity of the WAIS-R.

Correlations between WISC-R IQS and Wide Range Achievement Test Grade Equivalents for Intellectually Gifted Students

1984 ◽  
Vol 54 (1) ◽  
pp. 69-70 ◽  
Author(s):  
Frances A. Karnes ◽  
James E. Whorton ◽  
Billye B. Currie
Keyword(s):  
Gifted Students ◽  
Achievement Test ◽  
Full Scale ◽  
Common Variance ◽  
Verbal Iq ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Intellectually Gifted ◽  
Gifted Youth ◽  
Wide Range Achievement

The significant correlations between the WISC-R and the Wide Range Achievement Test for a sample of 90 gifted youth were .19 for the Full Scale IQ and Spelling grade equivalents and .18 for the Verbal IQ and Spelling and accounted for little common variance.

Relationship between the WAIS-R and the WRAT in a Geriatric Sample with Suspected Dementia

1985 ◽  
Vol 56 (1) ◽  
pp. 287-292
Author(s):  
Ronald B. Margolis ◽  
Catherine L. Greenlief ◽  
John M. Taylor
Keyword(s):  
Achievement Test ◽  
Full Scale ◽  
Future Research ◽  
Verbal Iq ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
The Individual ◽  
Wide Range Achievement

Pearson product-moment correlations between the standard scores of the Wide Range Achievement Test (Spelling, Reading, and Arithmetic) and the WAIS-R Full Scale IQ, Verbal IQ, Performance IQ and the scaled scores of the individual subtests were calculated for a geriatric sample with suspected dementia ( M age = 72.37 yr.). The three areas of achievement, as measured by the Wide-Range Achievement Test, correlated highly with the WAIS-R IQs and subtest scaled scores. Results are discussed and directions for future research are recommended.

Comparison of 1965, 1976, and 1978 Norms for the Wide Range Achievement Test

1981 ◽  
Vol 49 (1) ◽  
pp. 115-118 ◽  
Author(s):  
Jerome M. Sattler ◽  
Gary I. Feldman
Keyword(s):  
Achievement Test ◽  
Ability Level ◽  
Normative Sample ◽  
Variable Pattern ◽  
Wide Range Achievement Test ◽  
Test Norms ◽  
Wide Range ◽  
Lower Standard ◽  
Reading And Spelling ◽  
Wide Range Achievement

A comparison of the 1965 and 1978 Wide Range Achievement Test norms indicates that the 1978 norms, generally, with the exception of the youngest age levels, provide lower standard scores on the reading and spelling subtests. Arithmetic norms, however, show a more variable pattern of change, with the 1978 norms frequently providing higher standard scores than the 1965 norms for the same raw scores. Most of the variation between the two sets of norms occurs primarily in the upper or lower portions of the ability range. Few changes appear between the 1976 and 1978 norms. Grade ratings for raw scores are the same for 1965 and 1976, but they are changed for 1978, with the 1978 grade ratings being markedly lower for the highest raw scores. Changes may be related to changes in ability level or to changes in the normative sample.

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.

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.

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.

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