Relationship between WISC-R and WRAT in children referred for learning difficulties

Correlations between the WISC-R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores (rs of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores (rs of .26 and .27), but moderately with arithmetic scores (r = .40). The results support the concurrent validity of the WISC-R.     

WISC-III correlations with the WIAT

Correlations between WISC-III IQs and Index scores with the eight achievement subscales of the WIAT were investigated for a sample of 202 students with specific learning disabilities, 115 students with mental retardation, and 159 students who failed to qualify for special education services (total N = 476). Corrected correlations between the WISC-III Full Scale IQ and WIAT subtests indicated differences with the correlations reported in the WIAT manual. Interestingly, our relationships were generally higher than those previously reported. Only on one subtest, Basic Reading, were significantly lower correlations than those reported in the WIAT manual present. Correlations between the Verbal Comprehension and Perceptual Organization Index scores and WIAT subtests were almost all lower than those calculated between the Verbal and Performance IQs and WIAT subtests. Implications are discussed, especially those involving the use of correlations between ability and achievement measures in regression formulas.     

Relationship between PPVT and WISC-R in children with reading disabilities

The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children.     

A comparison of WISC and WISC-R results of urban educable mentally retarded students

Twenty urban EMR students' WISC-R scores were compared with their previously administered WISC scores. The average interval between administrations was approximately three years. Significant coefficients of correlation were obtained between five corresponding subtests and between Performance IQs and Full Scale IQs. Results from t tests for correlated data indicated that mean WISC-R Verbal, Performance, and Full Scale IQ scores were not significantly lower than their corresponding WISC scores. The results of this study indicated that WISC-R scores in comparison to WISC scores appeared to be more stable in the lower IQ ranges and less vulnerable to cultural bias.     

Concurrent validity of the test of nonverbal intelligence with learning disabled children

Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9–5 (SD = 1–10). The mean score of the TONI was significantly different from the Performance IQ. Nonsignificant differences were found between the TONI and Full Scale IQ and between the TONI and Verbal IQ. Correlation coefficients between the TONI and WISC-R ranged from a low of .35 for the Verbal IQ to .44 for both the Full Scale and Performance IQs. The correlation coefficients between the TONI and standard scores of the WRAT were .38, .27, and .23, for Reading, Spelling, and Arithmetic, respectively. Implications of these findings are discussed.     

WIAT subtest and composite predicted-achievement values based on WISC-III verbal and performance IQs

Critical values tables for determining significant differences between Wechsler IQs and WIAT subtests and composites based on a predicted-achievement method are provided in the WIAT manual for the Full Scale IQ and have been constructed recently for Verbal and Performance IQs (Flanagan & Alfonso, 1993). In order to use these tables, however, a predicted achievement score(s) is required. The process of calculating predicted-achievement scores is time-consuming and may result in errors, especially when more than one ability-achievement comparison is warranted. The present paper provides tables of WIAT subtest and composite predicted-achievement standard scores based on WISC-III Verbal and Performance IQs. These tables allow examiners to determine quickly ability-achievement discrepancies based on WISC-III Verbal or Performance IQs when they are used in conjunction with the critical values tables provided in our earlier article. These tables are most useful for the accurate assessment and diagnosis of learning disabilities.     

Diagnostic utility of the number of Wisc‐III subtests deviating from mean performance among students with learning disabilities

This paper examined the diagnostic utility of subtest variability, as represented by the number of subtests that deviate from examinees' mean IQ scores, for identifying students with a learning disability (LD). Participants consisted of the 2,200 students in the WISC‐III normative sample and 684 students (Mdngrade = 5; Mage = 10.8) identified as LD. The number of subtests deviating from examinees' Verbal, Performance, and Full Scale IQ by ±3 points for normative and exceptional samples were contrasted via Receiver Operating Curve (ROC) analyses. Results indicated that LD students did not differ from normative sample children at levels above chance. It was concluded that deviation of individual subtest scores from mean IQ scores has no diagnostic utility for hypothesizing about students with learning disabilities. © 2000 John Wiley & Sons, Inc.     

Sex differences on the WISC-R for retarded children and youth

This study investigated sex differences on the WISC-R subtests for retarded males and females who were matched in terms of WISC-R Full Scale IQs. The sample consisted of 126 children and youth (63 females, 63 males) ranging in chronological age from 7–3 to 8–3, with a mean CA of 7–8. Each subject was matched in terms of Full Scale IQ score. A 2 × 10 analysis of variance with repeated measures on a single factor was used to analyze the data. Students' T and Fisher's F ratios were calculated, and differences between subtest means were analyzed by Newman-Keuls test for sample effects. Evidence from the investigation indicated that a significant interaction effect existed between sex and subtest scores.     

The role of sex differences in the referral process as measured by the Peabody Picture Vocabulary Test-Revised and the Wechsler Intelligence Scale for Children-Revised

The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first-time referrals for a psychological evaluation. The subjects' PPVT-R standard scores, WISC-R IQ scores, and WISC-R subtest scores were divided into groups according to one-year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC-R Full Scale, Verbal, and Performance IQs and PPVT-R standard scores (p < .01). Several WISC-R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC-R subtest Coding, on which females scored higher. Implications concerning the referral process are discussed.     

Validation of the Stanford-Binet Intelligence Scale: Fourth edition with exceptional black male students

Standard Age Scores on the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and WISC-R IQs of 51 urban black males receiving special education services were compared. Correlations between the SBIV Composite scores and WISC-R Verbal, Performance, and Full Scale IQs were 0.803, 0.826, and 0.87 respectively. Correlations between all combinations of scales ranged from 0.612 to 0.888, median r=.723. SBIV Composite mean scores did not differ significantly from the mean WISC-R Full Scale, Verbal, and Performance IQs. Regression analysis of the three subgroups (BD. LD, and EMR) indicated that the SBIV possesses differential validity for each group. Tabular comparison of precision of classification between the SBIV and the WISC-R yielded a 78% agreement. These data suggest that the SBIV possesses utility for assessing the intelligence of black students classified as BD and EMR. However, the use of the scale with LD students is unsupported.     

Comparison of the slosson intelligence test,revised norms,and WISC-R for children with learning problems and for gifted children

The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R were compared in two samples of children. In the first sample, there were 34 black and 27 white rural Southeastern Alabama children being considered for special education classes. In the second sample, there were 4 black and 81 white suburban Alabama children being considered for classes for the talented and gifted. In both samples, correlations between the SIT IQ and WISC-R Full Scale IQ were significant (rs of .70 and .48, respectively). However, in the special education sample, SIT IQs were significantly higher than WISC-R Full Scale IQs by about 7 points. The results from both samples provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the IQs on the two tests may not be interchangeable.     

A longitudinal study of the Stanford-Binet and WISC-R with special education students

A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity.     

Differences required for significance between Wechsler verbal and performance IQs and WIAT subtests and composites: The predicted-achievement method

This paper provides tables of critical values for determining statistically significant discrepancies between Wechsler Verbal/Performance IQ and WIAT subtest and composite scores based on a predicted-achievement method. It is recommended that these tables be used when a statistically significant and diagnostically meaningful Verbal IQ-Performance IQ discrepancy exists rendering either of these IQs a better estimate of a student's ability than the Full Scale IQ. Issues regarding the use of discrepancy formulas in the assessment and diagnosis of learning disabilities are discussed, and basic considerations for using the critical values tables are provided.     

Comparability of the WISC and the WISC-R in normal children of divergent socioeconomic backgrounds

WISC and WISC-R IQs of two groups of normal ten-year-old children from divergent socioeconomic backgrounds (N = 36) were compared in a counterbalanced research design. Generally, all WISC mean IQs were higher than the WISC-R mean IQs for both groups of children. Significantly higher WISC IQs were obtained on the Verbal and Full Scales of the low socioeconomic group and on the Performance and Full Scales of the high socioeconomic group. Correlations between tests for Verbal, Performance, and Full Scale IQs were.95,.79, and.91 for the low socioeconomic group, and.84,.57, and.87 for the high socioeconomic group. Although practice effects did not appear to significantly affect IQs of the low socioeconomic group, various practice effects were observed in the high socioeconomic group. Negative effects were observed for both WISC and WISC-R on the Verbal Scale, whereas positive effects were observed on both Performance and Full Scales in this group. Analysis of simple effects reveals that WISC and WISC-R IQs did not differ significantly upon first administration, but were significantly different upon second administration. Conclusions were drawn that while WISC-R yields a lower IQ estimate than WISC for children of lower ability, results were not so clear for the children of higher ability, due to practice effects which disproportionately favor increases on WISC IQs upon second administration. The greater practice effects found on the WISC have implications for comparisons of the two tests in counterbalanced research designs. Simple randomized or treatment-by-levels design may be more useful in comparisons of the WISC and the WISC-R because of the bias introduced by counterbalanced designs.     

A longitudinal study of the WISC-R and WAIS-R with special education students

The relationship between the WISC-R and WAIS-R was studied in a sample of 30 special education children (22 male and 8 female). Children were administered the WISC-R at an average age of 13.85 years and the WAIS-R at an average age of 17.52 years. ANOVAs indicated that the two tests yielded Verbal, Performance, and Full Scale IQS that were not significantly different. For example, the mean Full Scale IQ was 81.13 for the WISC-R and 82.70 for the WAIS-R. Product-moment correlations also were highly significant, with rs ranging from .76 to .86 for the three scales. The results suggest that, for children of limited intelligence, the WISC-R and WAIS-R provide comparable IQs over a four-year time period.     

Determining basals for the peabody individual achievement test

The appropriateness of the starting points for PIAT subtests as suggested by the test authors was investigated. For a sample of 113 subjects with an average WISC-R Full Scale IQ of 98, there was an average difference of nearly 8 points between the suggested starting points for the Mathematics subtest and the actual basals. The difference between suggested starting points and basals for the other subtests ranged from 8 to 12 points. It was suggested that the PIAT user start each subtest approximately 8 items below that suggested by the Manual.     

The relationship between the WAIS-R and academic achievement among EMR adolescents

This study examined the relationship between the WAIS-R and WRAT-R among 78 EMR adolescents enrolled in resource classes in a public school setting. Results indicated that the WAIS-R Verbal IQ was significantly correlated with all WRAT-R subtests (r range = .66 to .77). The Performance IQ was found to be significantly related only to Arithmetic (r = .26). The Full Scale IQ was significantly related to Reading (r = .25) and Arithmetic (r = .56), but not Spelling. Results suggest that the WAIS-R Verbal IQ and Full Scale IQ generally show moderate correlations with achievement but the Performance IQ generally shows no or little relationship to achievement. This pattern of findings is somewhat different from prior Wechsler research with other populations. Implications for the diagnostic activities of school psychologists are discussed.     

Differences between WISC‐R and WISC‐III performance scale among children with ADHD

Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003.     

The Effect of Selected Junior Novels and Selected Adult Novels on Student Attitudes toward the “Ideal” Novel

Abstract

Concurrent validity of the French Pictorial Test of Intelligence (PTI) was Investigated using kindergarten ant second-grade students. At kindergarten and second-grade levels, respectively, correlations with criteria employed were: WISC Full Scale .75, .71; WISC Verbal .64, .66; WISC Performance .66, .69; Lorge Thorndike .51. .42; teachers’ estimation of IQ .85, .46. Generally, the ability of the PT to predict students’ class grades at both grade levels ant reading skills, at the second-grade level, as measured by Stroud Hieronymus Test, was poor.

Intereorrelations between PTI sub-tests were found to be unite high, particularly at second grade, suggesting that discrete functions are not measured. Correlations between PTI and WISC subtest scores suggest that subtests of each test do not measure the same functions even where subtest names are similar.     

The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children

Each year thousands of children are evaluated or reevaluated utilizing the current edition of the Wechsler Intelligence Scale to determine their eligibility for gifted programs. The Wechsler Intelligence Scale for Children-III (1991) is new enough that only limited research is available on how it compares to the previously used Wechsler Intelligence Scale for Children-Revised (1974). The purpose of this study was to determine the comparability between the previously dominant intelligence scale, the WISC-R, and the revised WISC-III with gifted children. The results of this study indicate that the latest revision (WISC-III) and the earlier version (WISC-R) produce remarkably similar scale and subtest scores when administered under clinical conditions to gifted children. All 51 children determined eligible through the administration of one of these two Wechsler tests would have been eligible for services had the other test been administered. The Verbal and Performance scale IQ scores were within two points of each other across the two test administrations, while only a one-point difference existed between the Full Scale IQ scores. The Arithmetic, Comprehension, and Object Assembly subtest scores were in high agreement across the two administrations (p<.01). The level of agreement between some subtests across the two administrations suggests that clinical judgment is just as important as scores in considering who is eligible for gifted programs.