Relationship between Reading Scores on the Wide Range Achievement Test and the Gilmore Oral Reading Test in Young Children

1981 ◽  
Vol 49 (1) ◽  
pp. 191-193 ◽  
Author(s):  
Rita Hollensworth ◽  
Robert B. White
Keyword(s):  
Oral Reading ◽  
Achievement Test ◽  
Reading Test ◽  
Reading Scores ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Two Measures ◽  
The Difference ◽  
Grade Placement ◽  
Wide Range Achievement

The relationship between the reading scores of children ages 7 to 9 yr. on the Wide Range Achievement Test and the Gilmore Oral Reading Test was investigated. The 50 children (37 males and 13 females) had a mean age of 8.6 yr., and a mean grade placement of 2.98. They obtained a mean grade level reading score of 3.27 on the achievement test and 2.26 on oral reading (accuracy). Although the correlation between the two scores was .87, 47 of the children scored higher on the achievement test. As the difference between the mean scores on the two tests was significant, it appears that the two measures produce neither identical nor interchangeable information.

The Peabody as a Substitute Measure of Oral Reading

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1258-1258 ◽  
Author(s):  
James T. Heriot ◽  
Joseph B. Tavormina ◽  
Robert L. Vautrain
Keyword(s):  
Reading Achievement ◽  
Oral Reading ◽  
Economic Status ◽  
Standard Form ◽  
Achievement Test ◽  
Reading Test ◽  
Peabody Picture Vocabulary ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Wide Range Achievement

The Peabody Picture Vocabulary Test correlates significantly with language ability (Teasdale, 1969) and reading achievement of children of lower socio-economic status (Hall, 1970). The need to develop measures of reading achievement for children with severe difficulties in spoken language (deaf and aphasics) suggested to us the possibility of modifying the Peabody to assess reading recognition of single words by such children. To obtain an estimate of the correlation between the Peabody as a reading test and the Wide Range Achievement Test (Jastak, 1965) 38 children with a MCA of 9 yr., 5 mo. and a MIQ of 103.9 were tested. They had been referred for evaluation of suspected learning disabilities. Target words from the Peabody were reprinted in enlarged type and presented visually to Ss who indicated their knowledge of each word by pointing to the appropriate picture. Standard Peabody basal and ceiling scoring criteria were used. The Wide Range Achievement Test was administered in standard form as an oral word-recognition test.

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.

Correlations between the Wide Range Achievement Test, the California Achievement Tests, the Stanford-Binet, and the Illinois Test of Psycholinguistic Abilities

1970 ◽  
Vol 26 (1) ◽  
pp. 291-294 ◽  
Author(s):  
Ernest D. Washington ◽  
James A. Teska
Keyword(s):  
Achievement Tests ◽  
Achievement Test ◽  
Reading Scores ◽  
Wide Range Achievement Test ◽  
Mental Age ◽  
Wide Range ◽  
Early Elementary School ◽  
Quick Estimate ◽  
Highly Correlated ◽  
Wide Range Achievement

Correlacion coefficients are presented for 96 pre- and early elementary school children between the Stanford-Binet, Illinois Test of Psycholinguisdc Abilities, Wide Range Achievement Test, and California Achievement Tests (Lower Primary). The two achievement tests were highly correlated with each other ( Mdn = .80) and the high (.89) correlation between Wide Range Reading scores and California Total Battery indicates the possibility of using the Wide Range reading score as a quick estimate of general achievement. The Binet Mental Age and ITPA Total Language Age were highly correlated with each other and about equally correlated with achievement variables, while only two of the ITPA subtests, Auditory-vocal Automatic and Auditory-vocal Association were moderately correlated with the Binet and achievement variables.

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.

Sign in / Sign up

Export Citation Format

Share Document