Abstract
The relationship between the Wide Range Achievement Test (WRAT) subtest scores and WISC-R IQs, performance on the Gates MacGinitie Reading Test (GMRT), age, grade placement, and parents' educational and occupational levels were examined for a sample of 120 middle-school students. Performance on the GMRT Vocabulary subtest accounted for a significant amount of variance in the WRAT Reading subtest scores, while the GMRT Vocabulary subtest score, subject's grade-achievement level, and the primary occupation in the family contributed significantly to the amount of variance in the WRAT Spelling subtest scores. Results of the data analyses indicated that the WRAT is an effective quick measure for classroom teachers to use with middle-school students who are experiencing learning difficulties in reading and spelling. In contrast with previous findings, WRAT subtest scores were not affected by subjects' WISC-R IQs.
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