The Relationship between the K-ABC and the Stanford Achievement Test with Reading Disabled Children

Abstract

This study examined the relationship between the Kaufman Assessment Battery for Children (K-ABC) and the Stanford Achievement Test (SAT) in a sample of reading disabled children. The sample included 87 reading disabled children (48 males and 39 females), who ranged in age from approximately 8 through 12 and were enrolled in grades 2 through 6. All children were in the Average range of intellectual functioning and were at least two grade levels below their current grade placement on a word recognition screening test. The SAT was administered to all children as part of a routine group achievement testing procedure in the school district. All K-ABC testing occurred within a 2-month period after administration of the SAT. Results indicated that the K-ABC Achievement Factor significantly correlated with SAT Reading, Math, and Vocabulary, and the specific K-ABC reading and arithmetic subtests were related significantly to their respective SAT subtests. The K-ABC Cognitive Factors and their respective subtests did not relate significantly to the SAT in any particular manner. The utility of the K-ABC with specific populations is discussed, particularly as it may relate to routine assessment procedures used in the schools.