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Cautions in interpreting WRAT standard scores as criterion measures of achievement in young children
Author(s) -
Grossman Fred M.
Publication year - 1981
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198104)18:2<144::aid-pits2310180204>3.0.co;2-t
Subject(s) - psychology , developmental psychology , academic achievement , achievement test , learning disability , standardized test , clinical psychology , mathematics education
The present article calls into question the use of the WRAT as a criterion measure for determining ability/achievement discrepancies in young school‐aged children. It is demonstrated that the use of regression equations to predict the expected achievement levels of five‐ and six‐year‐old children on the WRAT still does not rectify the difficulties in identifying underachievement for children in the lower primary grades. Implications for the early identification of specific learning disabilities are discussed.