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Relationship between WISC‐R and WRAT in children referred for learning difficulties
Author(s) -
Sattler Jerome M.,
Ryan Joseph J.
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(198107)18:3<290::aid-pits2310180307>3.0.co;2-f
Subject(s) - spelling , psychology , wechsler intelligence scale for children , developmental psychology , learning disability , intelligence quotient , achievement test , academic achievement , standard score , reading (process) , concurrent validity , test (biology) , standardized test , psychometrics , cognition , mathematics education , statistics , psychiatry , paleontology , philosophy , linguistics , mathematics , political science , law , biology , internal consistency
Correlations between the WISC‐R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC‐R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores ( r s of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores ( r s of .26 and .27), but moderately with arithmetic scores ( r = .40). The results support the concurrent validity of the WISC‐R.