ERIC Number: ED381976
Record Type: RIE
Publication Date: 1994-Mar
Reference Count: N/A
Relationship of the WIAT and WJ-R Tests of Achievement in a Sample of Students Referred for Learning Disabilities.
Martelle, Yvonne; Smith, Douglas K.
This study examined the performance of 48 students (mean age 10 years, 6 months) referred for evaluation of learning disabilities with the Wechsler Individual Achievement Test (WIAT) and the Woodcock-Johnson Psychoeducational Battery-Revised Tests of Achievement (WJ-R). The student sample consisted of 33 males and 15 females, all attended schools in a midwest, rural school system. The WIAT and WJ-R were administered in counterbalanced order. Mean scores on the WIAT composites ranged from 80.32 (writing composite) to 99.24 (language composite) and on the WJ-R clusters from 83.64 (basic writing skills) to 96.93 (mathematics reasoning). Pearson product moment correlations were significant for the WIAT reading construct (with the WJ-R scores of broad reading, basic reading skills, and reading comprehension) and for the WIAT mathematics composite (with the WJ-R scores of broad mathematics and mathematics reasoning). WIAT scores were significantly lower than WJ-R scores. Implications of specific differences in subtests between the two test batteries for use with students having learning disabilities are discussed. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Wechsler Individual Achievement Test; Woodcock Johnson Psycho Educational Battery
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (Seattle, WA, March 1994).