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Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children.
Peer reviewed Peer reviewed
Smith, Monte D.; Rogers, Carl M. – Learning Disability Quarterly, 1978
The reliabilities of several commonly used instruments of intellectual, academic, and affective assessment were tested with learning disabled children between the ages of 6 and 12 years. Journal availability: see EC 112 927. (DLS)
Descriptors: Achievement Tests, Affective Measures, Elementary Education, Exceptional Child Research
Two Approaches to Reading Program Evaluation: A Standardized Test and Direct Assessment.
Peer reviewed Peer reviewed
Lovitt, Thomas C.; Fantasia, Kathryn – Learning Disability Quarterly, 1980
Pretest and posttest measures of reading were obtained for two groups of learning disabled elementary students for 2 years. The argument was made that based on reliability considerations, practical issues, and ethical concerns, teachers might be better off to opt for the direct approach to evaluating their reading programs. For related information…
Descriptors: Elementary Education, Evaluation Methods, Exceptional Child Research, Learning Disabilities
The Woodcock-Johnson Tests of Cognitive Ability: Concurrent Validity with the WISC-R.
Peer reviewed Peer reviewed
Reeve, Ronald E.; And Others – Learning Disability Quarterly, 1979
The study compared the Woodcock-Johnson Psycho-Educational Battery Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children--Revised for a sample of 51 learning disabled children (7-11 years old). (Author/SBH)
Descriptors: Elementary Education, Exceptional Child Research, Intelligence Tests, Learning Disabilities
Differentiating LD and Normal Children: The Utility of Selected Perceptual and Perceptual-Motor Tests.
Peer reviewed Peer reviewed
Harber, Jean R. – Learning Disability Quarterly, 1979
The investigation, which involved 55 learning disabled and 54 normal children (mean age seven years), was designed to test the hypothesis that differences between these groups on tests of perceptual functioning are not educationally significant. (Author/SBH)
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Perception Tests
Standardized Achievement Tests Used with Learning Disabled and Non-Learning Disabled Adolescent Boys.
Peer reviewed Peer reviewed
McCullough, B. Claire; Zaremba, Barbara A. – Learning Disability Quarterly, 1979
The results of the Woodcock Reading Mastery Tests were found to be quite similar for both learning disabled and normal Ss, with high reliability and a unidimensional factor structure. The same was found for the Keymath Diagnostic Arithmetic Test, though the assumption of a unidimensional math achievement was found to be less defensible for the LD…
Descriptors: Achievement Tests, Educational Diagnosis, Exceptional Child Research, Learning Disabilities