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• W577327308 abstract "Under current IDEA definitions, a significant or severe discrepancy between intellectual ability and academic achievement is the primary criterion by which a student may be classified as having a specific learning disability. By recommendation of the Work Group on Measurement Issues in the Assessment of Learning Disabilities (1984), the most common method of determining such a discrepancy is to calculate the discrepancy between an individual's score on an individually administered intelligence test and his/her score on an individually administered achievement test using a regression-based formula to correct for the regression of IQ on achievement. Because two previous studies suggested that the Wechsler Individual Achievement Test (WIAT) produced lower scores in the areas of reading, mathematics, and writing than the Woodcock-Johnson-Revised Tests of Achievement (WJ-R ACH), the main focus of the current study was to determine whether the two achievement tests identify significant discrepancies consistently. 1 Data was collected anonymously from the files of 79 students who had been administered the WIAT, WJ-R ACH, and Wechsler Intelligence Scale for Children-Third Edition (WISC-III) as part of routine initial and reevaluations. Correlations, differences in mean standard scores, and discrepancy agreement statistics were calculated. Discrepancies Between the WISC-III, WIAT, and WJ-R 2 Correlations among WIAT and WJ-R ACH subtests and composites purporting to measure similar constructs yielded significant results. However, consistent with previous research, WIAT scores were significantly lower than WJ-R ACH scores in reading decoding, reading comprehension, reading composite, math reasoning, and written expression. The WJ-R ACH Dictation subtest produced significantly lower scores than the WIAT Spelling subtest. Furthermore, the WIAT produced significantly more discrepancies than the WJ-R ACH in the areas of Reading Comprehension, Written Expression, and Writing Composite. The clinical implications, limitations and future directions are discussed. Discrepancies Between the WISC-III, WIAT, and WJ-R 3 Acknowledgements I would like to thank my committee members, Dr. Gary Canivez, chairperson, Dr. Michael Havey, and Dr. Christine McCormick for their time and suggestions. My sincere thanks to Dr. Carl Hall, Anne Lewallen, Cynthia Hunt, and Sonja Castle for their professional concerns that necessitated this research and for their generosity in providing the data for this study. Finally, I would like to express my thanks to Brian and Samuel Cole for their patience, love, and assistance throughout this journey. Title Page Abstract Acknowledgements Table of" @default.
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• W577327308 date "1998-01-01" @default.
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• W577327308 title "Comparison of Ability-Achievement Discrepancies Among the Wechsler Individual Achievement Test, Woodcock-Johnson-Revised Tests of Achievement, and Wechsler Intelligence Scale for Children-Third Edition in a Sample of Students Referred for Evaluation of Learning Disabilities" @default.
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