A group of 41 learning disabled children were tested on the WISC-R. Two main questions were explored: (a) Do WISC-R tests assess "g" for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? (Author)

This study examines the use of two diagnostic instruments in identifying children with a high risk of learning problems. The Meeting Street School Screening Test (MSSST) and the Myklebust Pupil Rating Scale are compared as educational screening devices for black children from urban areas. (SJL)

The cover test and the near point of convergence test are quick, easy tests to help the school psychologist determine if a child should be referred for professional vision care. Results from these tests should be reported to vision care professional to facilitate the determination of the child's visual status. (Author)

The Screening Test of Academic Readiness (STAR) and the Peabody Picture Vocabulary Test (PPVT) were administered to 52 kindergarten children to reveal the convergent validity of IQ scores derived from the STAR. The findings raise doubts about the validity of the deviation IQs derived from the STAR. (Author)

The Arthur Adaptation of the Leiter International Performance Scale, Raven's Coloured Progressive Matrices, and Wechsler Intelligence Scale for Children-Performance Section were administered to 31 children with mild to moderate hearing impairments. A comparison of test results indicated moderate convergent validity among the measures. (Author)

Correlation coefficients were obtained between the Kindergarten Auditory Screening Test (KAST), the Metropolitan Readiness Test (MRT), and the Gates MacGinitie Reading Tests, Primary Form (GMRT). Neither the coefficients obtained nor an examination of extreme groups indicated that the KAST was an effective predictor of reading disability. (Author)

Title I elementary school children (N=37) were administered the Arithmetic subtest of the Wide Range Achievement Test and the Key Math Diagnostic Arithmetic Test. One year later, the Metropolitan Achievement Test was administered. Correlations between the three measures are presented and discussed. (Author)

Cree and Ojobwa children (N=100) ages 6-15, were administered the WISC. The mean Performance IQ (PIQ) was in the normal range at all ages; the Verbal IQ (VIQ) was in the mentally deficient or dull-normal range. A comparison of Indian IQ norms with original WISC normative data is given. (Author)

The concurrent validity of the KIT was evaluated by correlating it with other tests of intellectual, perceptual, social, linguistic and psycholinguistic functioning, using a sample of 106 retardates. Positive correlations between the KIT and these other measures attest to its potential usefulness as a measure of intelligence. (Author)

School psychologists (N=6) structured their teacher consultation according to three consultative modes which varied primarily in the number of follow-up contacts. The findings indicated that follow-up contacts led to greater teacher implementation of recommendations, greater perceived pupil behavior improvement, and greater sense of cooperative…

Two approaches to psychological consultation were combined for school staff development and improved organizational functioning: data feedback with group discussion. The staffing team revised its procedures to utilize time of teachers and special services personnel more efficiently, to improve staffing team morale, and to provide better services…

An operational index of discrepancy to assist in identifying learning disabilities was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children, and relevant subtest scores on the Peabody Individual Achievement Test. Considerable caution should be exercised when classifying children, especially females, as learning disabled.…

The effects of Response Cost, Reward, and No Consequence conditions in the performance of high and low ability students on an academic task were compared. An examination of the continued use in the schools of grading motivational procedures based on Response Cost techniques is suggested. (Author)

This study compared third-grade achievement test scores of participants in Vertical Home Start (VHS), a preschool individualized program for children from 2 to 5 years of age. Results indicate that, especially for black children, home-based preschool enrichment may more effectively promote growth in math and basic skills areas. (Author)

Self-concept, intelligence and academic achievement were examined in students preparing to teach in primary, elementary, secondary, and special education (N=267). Differences in self-concept, but not in intelligence and academic achievement, were found among groups of student teachers. (Author)