Wide Range Achievement Test Scores Research Articles

Content validity of the wrat and grade level achievement of primary grade students

The Wide Range Achievement Test (WRAT) arithmetic and reading performance of randomly selected primary grade children in a suburban school district was compared to grade placement in reading and math, and text placement in reading. WRAT scores overestimated actual achievement in all grades tested. Because of differences in curriculum, the WRAT may not adequately identify significant underachievement in suspected learning-disabled students at kindergarten and grades 1 and 2.

The Validity of the Detroit Test of learning Aptitude

To examine the validity of the Detroit Test of Learning Aptitude for the evaluation of students with learning disabilities, the records of 163 referred children were reviewed. Each child had been administered the Wide Range Achievement Test (WRAT), the Wechsler Intelligence Scale for Children-Revised (WISC-R), and the Verbal Opposites, Motor Speed, Unrelated Words, Memory for Objects, and Memory for Designs subtests of the Detroit Test of Learning Aptitude (Detroit). A series of hierarchical multiple regression analyses were computed to determine the relationship among WRAT, WISC-R, and Detroit scores. It was concluded that once a student's age and WISC-R Full Scale IQ ere known, the Detroit subtest scores contributed minimally to an understanding of the student's academic achievement. Additional analyses revealed that the inter correlations between the Detroit subtests and the WISC-R were not strong.

Concurrent Validity of the Jastak Assessment System with Teachers' Ratings

Abstract Wechsler full scale IQ scores and Wide Range Achievement Test scores were cluster analyzed using the Jastak Assessment System (JAS). The JAS purports to derive valid behavioural descriptors of personality domains from the combined and weighted subtest scores of ability and achievement measures. The investigators derived an Inventory from the JAS manual descriptions of behavioural extremes for each of ten personality clusters. Ratings from a special education teacher who “knew the student well” were compared with equivalent ratings from the JAS for 24 children receiving special educational provision. Low correspondence was noted between the approaches. Disagreements between teacher and JAS ratings ranged from 37 per cent to 71 per cent for the clusters.

Comparison of the relationship between two measures of visual-motor coordination and academic achievement

Scores from Koppitz' scoring system for the Bender-Gestalt and Beery's Developmental Test of Visual-Motor Integration for a group of 86 elementary students referred for psychoeducational evaluation were correlated with Wide Range Achievement Test scores, controlling for WISC-R IQ. Although zero-order correlations of the visual-motor measures with achievement were of moderate magnitude (.33 to.48) and were all statistically significant (p<.01), first-order partial correlations were of lower magnitude (.13 to.22) and half failed to reach statistical significance (p>.05). It was suggested that visual-motor ability may not offer a unique contribution to the prediction of achievement.

McCarthy and WISC-R correlations with WRAT achievement scores.

The relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement Test Reading scores were explored with a sample of 20 educable mentally retarded (M age = 7.10) and 20 learning disabled (M age = 8.1) children. Wide Range Achievement Test scores did not correlate significantly with the WISC-R and McCarthy scores for the retarded sample, while substantial correlations were found for the learning disabled group. Analysis indicated that the McCarthy and WISC-R were positively and equally related to the Wide Range Achievement Test Reading section. Implications of these findings are discussed.

Relationships between WISC-R factors, Wide-Range Achievement Test scores, and visual-motor maturation in children referred for psychological evaluation.

Relationships between WISC-R factors, Wide-Range Achievement Test scores, and visual-motor maturation in children referred for psychological evaluation.

Relationships between WISC-R factors, wide-range achievement test scores, and visual-motor maturation in children referred for psychological evaluation.

Relationships between WISC-R factors, wide-range achievement test scores, and visual-motor maturation in children referred for psychological evaluation.

Differential Correlates of Bender-Gestalt and Beery Visual Motor Integration Test for Black and for White Children

The Bender-Gestalt and Beery Developmental Test of Visual Motor Integration were administered to 58 black and 33 white children, aged 10-5, mean IQ of 81, of comparable socioeconomic class. WISC, Peabody, Raven Matrices, and Wide Range Achievement Test scores were correlated separately for each racial group. No test appeared to have unique value in helping alleviate possible racial differences in test performance, correlated with achievement test scores at levels exceeding correlation of the WISC with such scores.

Relationship among three measures used in screening mentally retarded for placement in special education.

This study examined the relationship among Wechsler and Stanford-Binet IQ scores, Wide Range Achievement Test scores, and Adaptive Behavior Scale scores for a sample of 129 institutionalized mentally retarded children and adolescents in a Special Education program. Significant but small to moderate correlations (.26 to .50) were obtained between WRAT and IQ scores and between behavior scale scores and IQ. Each measure differentiated between special education training levels. Use of the Adaptive Behavior Scale may provide an important supplement to more frequently used screening procedures such as IQ and achievement scores.

Note on some physiological and subjective reactions to exercise and training.

Differences in children's reading, spelling, and arithmetic abilities based on EEG classifications of locus of dysfunction were measured. 114 children were classified into categories of right- or left-hemisphere abnormality, diffuse abnormality, or normal EEG. When Wide Range Achievement Test scores on reading, spelling, and arithmetic functioning were compared, no significant differences appeared among the four groups.