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Direct linkParkin, Jason R.; Wang, Ze – Psychology in the Schools, 2021
The Wechsler individual achievement test, third edition (WIAT-III) is a popular individually administered achievement battery. Despite its ubiquity in assessment practice, scant research into its structure exists. We analyzed the structure of the WIAT-III in a sample of students in Grades 3-12 referred for special education evaluations (n = 355).…
Descriptors: Achievement Tests, Factor Analysis, Factor Structure, Special Education
Poch, Apryl L.; Allen, Abigail A.; Lembke, Erica S. – Psychology in the Schools, 2019
Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This…
Descriptors: Spelling, Achievement Tests, Curriculum Based Assessment, Scoring
Munger, Kristen A.; Blachman, Benita A. – Psychology in the Schools, 2013
The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…
Descriptors: Reading Comprehension, Reading Tests, Emergent Literacy, Grade 1
Using the TELLS Prereading Procedure to Enhance Comprehension Levels and Rates in Secondary Students
Ridge, Ashley D.; Skinner, Christopher H. – Psychology in the Schools, 2011
A multiple-baseline design was used to evaluate the effects of the Title, Examine, Look, Look, and Setting (TELLS) prereading procedure on reading comprehension in 3, ninth-grade students with reading skills deficits. Results suggest that the TELLS procedure enhanced both comprehension levels and rates across all three students. These…
Descriptors: High School Students, Rural Schools, Reading Tests, Reading Difficulties
Elliott, Colin D.; Hale, James B.; Fiorello, Catherine A.; Dorvil, Cledicianne; Moldovan, Jaime – Psychology in the Schools, 2010
This study investigated the effects of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) taxonomy, together with the effect of the general factor ("g"), on Wechsler Individual Achievement Test, Second Edition (WIAT-II) reading achievement. Structural equation modeling (SEM) and commonality analyses were applied to the…
Descriptors: Cognitive Ability, Reading Achievement, Structural Equation Models, Cognitive Tests
Hale, James B.; Fiorello, Catherine A.; Dumont, Ron; Willis, John O.; Rackley, Christopher; Elliott, Colin – Psychology in the Schools, 2008
Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these "regulatory" methods address the "statutory" SLD definition, which explicitly includes a deficit in "basic…
Descriptors: Learning Disabilities, Predictive Validity, Psychology, Mathematics Achievement
Calhoun, Susan L.; Mayes, Susan Dickerson – Psychology in the Schools, 2005
The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC-III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index…
Descriptors: Intelligence Tests, Intelligence Quotient, Cognitive Processes, Comprehension
Peer reviewedFlanagan, Dawn P.; Alfonso, Vincent C. – Psychology in the Schools, 1993
Provides tables of Wechsler Individual Achievement Test (WIAT) subtests and composite predicted-achievement standard scores based on Wechsler Intelligence Scale for Children-Third Edition (WISC-III) Verbal and Performance intelligence quotients (IQs). Tables allow examiners to determine quickly ability-achievement discrepancies based on WISC-III…
Descriptors: Achievement Tests, Intelligence Tests, Prediction, Test Interpretation
Peer reviewedMuenz, Tracy A.; Ouchi, Bryan Y.; Cole, Jason C. – Psychology in the Schools, 1999
Reexamines the reliability and validity of the Peabody Individual Achievement Test-Revised (PIAT-R) and the Wechsler Individual Achievement Test (WIAT) Written Expression scoring systems, applying theory and more appropriate statistical analyses. The WIAT written-expression scoring system was found to have more items that were both reliable and…
Descriptors: Adolescents, Data Analysis, Reliability, Statistical Analysis
