Correlation of Stanford-Binet Intelligence Scale Scores with Various other Measures Used to Screen and Identify Intellectually Gifted Students

1987 ◽  
Vol 64 (2) ◽  
pp. 461-462 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
Short Form ◽  
Gifted Students ◽  
Achievement Test ◽  
Intelligence Scale ◽  
Ability Test ◽  
Wide Range Achievement Test ◽  
Academic Aptitude ◽  
Wide Range ◽  
Intellectually Gifted ◽  
Scale Scores

Stanford-Binet Intelligence Scale IQs were compared with California Achievement Test scaled scores, Otis-Lennon Mental Ability Test IQs, Short-Form Test of Academic Aptitude percentiles, Raven Standard Progressive Matrices percentiles, and the Wide Range Achievement Test scaled scores for 439 intellectually gifted students. Some statistically significant relationships were observed.

Correlations between the Wide Range Achievement Test and the California Achievement Test with Intellectually Gifted Students

1984 ◽  
Vol 54 (1) ◽  
pp. 189-190
Author(s):  
Frances A. Karnes ◽  
James E. Whorton ◽  
Billye Bob Currie
Keyword(s):  
Gifted Students ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Intellectually Gifted ◽  
Wide Range Achievement

The scores on the Wide Range Achievement Test (GEs) and the California Achievement Test (standard scores) in reading, mathematics and spelling correlated from .29 to .53 for a sample of 252 (128 males, 124 females) gifted students in Grades 1 through 6.

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.

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.

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