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.

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.

Relation of Scores on WISC–III and WRAT–3 for a Sample of Referred Children and Youth

1995 ◽  
Vol 76 (2) ◽  
pp. 371-374 ◽  
Author(s):  
Booney Vance ◽  
Gerald B. Fuller
Keyword(s):  
Concurrent Validity ◽  
Positive Association ◽  
Children And Youth ◽  
Special Education Services ◽  
Significant Positive Association ◽  
Intelligence Scale ◽  
Education Services ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Wide Range Achievement

This investigation compared the Wechsler Intelligence Scale for Children–III with the Wide Range Achievement Test–3 for a sample of 60 children and youth who were referred for special education services. Pearson product-moment correlations for the criterion measures for the WRAT–3 showed a significant positive association with the WISC–III scores. Implications for concurrent validity between the tests are discussed.

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.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document