Abstract
Two studies were conducted to (a) analyze the subtest characteristics of the Woodcock-Johnson Psycho-educational Battery, and (b) apply those results to an analysis of learning disabled students' performance on the Battery. Analyses indicated that the poorer performance of LD students on the Woodcock-Johnson Tests of Cognitive Ability, as compared to their performance on the Wechsler Intelligence Scale for Children–Revised, can be explained in terms of the kinds of behaviors sampled in the Woodcock-Johnson battery. Implications of the findings for assessment and placement decisions are discussed.
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