Abstract
This study compared earlier identified (grades 2–4) to later identified (grades 5–8) students with learning disabilities on Woodcock Reading Mastery Tests (WRMT) and Wechsler Intelligence Scale for Children - Revised scores upon identification and over time in special education. Test-retest stability of WISC-R scores was also examined. No significant between-group differences were found at identification on WRMT scores, Wechsler IQ scores, Kaufman factors, or Bannatyne recategorized scores. Overall, results showed significant group mean increases in reading achievement and decreases in verbal ability. Moderate correlational stability was noted for all scores.
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