Comparison of the Minnesota Percepto-Diagnostic test-revised and Bender-Gestalt in predicting achievement

This study investigated whether the Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or the Bender-Gestalt (BG) would most accurately predict achievement at the first-, third-, and fifth-grade levels. Both tests were administered to 84 children (28 at each grade level) in a counterbalanced order. Data were analyzed using Pearson product-moment correlations, t tests for significance of difference between dependent correlations, and partial correlations. Results indicated that the MPD-R is a better predictor of achievement than the BG, especially at the first-and fifth-grade levels. At each grade level, the MPD-R scores correlated more highly with more achievement than did the BG.     

Analysis of cognitive abilities for learning disabled children

The study investigated WISC-R subtest pattern scores of 58 learning disabled children (42 boys and 16 girls) ranging in age from 6 years to 15 years, 10 months. The variation in subtest scores was analyzed by a 1 X 10 analysis of variance with repeated measures on the single factor. Differences between individual subtest means were analyzed by the Newman-Keuls test for simple effects. The evidence indicates that the low subtest scores on Arithmetic, Coding and Information were characteristic of this group. The study did not support the verbal-Performance discrepancies as useful in the diagnosis of learning disabilities.     

A longitudinal study of the Wechsler Intelligence Scale for Children-revised over a six-year period

The study investigated the stability of the WISC-R IQ scores of 32 exceptional students (24 males, 8 females) over a six-year interval. The sample was composed of 20 learning disabled and 12 mentally handicapped students who ranged in age from 6–5 to 16–11. Analyses of variance for repeated measures and product-moment correlations were used to analyze the data. Test-retest findings indicated that the rs ranged from .53 to .87, with a median value of .74, with four of the nine values below .70. Implications for clinicians in terms of the importance of reevaluation of exceptional students are discussed.     

A comparison of three different measures of intelligence with preschool children identified at-risk

This study compares three different measures of intelligence used with preschool children identified “at-risk.” Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-Revised, and the Expressive One-Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product-moment correlation was used to analyze the data. Correlated t-tests were used to calculate the differences between the mean IQs for the tests. The PPVT-R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT-R and EOWPVT correlated significantly with the Performance Scale IQ of the WPPSI. The results and their implication for the assessment of preschool children are discussed.     

Correlations between WISC-R subtests and verbal,performance, and full scale IQ scores for minority group children

The relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product-moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between these rs were large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, the rs ranged from.54 between Coding and the Performance IQ up to.72 for Object Assembly.     

Discriminating between attitudes expressed by normal and disabled readers

The Survey of Reading Attitudes was administered to 84 normal and 116 disabled readers from the intermediate grades, and a discriminate function analysis was performed on their scores for the eight dimensions of reading attitudes measured by the Survey. The findings indicate that Expressed Reading Difficulty, Reading as Enjoyment, and Reading Group are the three variables that discriminate between these two groups. In comparison with normal readers, disabled readers are more likely to feel negatively about their reading group, less likely to see themselves as pursuing reading for its intrinsic value, and more likely to perceive of themselves as having difficulty with reading. However, the extent to which these findings can be generalized beyond the present sample of white Appalachian students must be established through future research.     

The cognitive levels test: Its relationship with reading and mathematics achievement

Any instrument designed to measure broad cognitive ability is expected to correlate substantially with valid measures of academic achievement. This report describes an investigation designed to evaluate the relationship between the Cognitive Levels Test, a newly available instrument, and two tests of academic achievement that have been widely used for nearly two decades: the Woodcock Reading Mastery Tests and the KeyMath Diagnostic Arithmetic Test. The study included children in grades K-2 who were enrolled in a remedial summer school program. The results showed the Cognitive Levels Test (Cognitive Index) to be rather highly correlated with the KeyMath Diagnostic Arithmetic Test Total score (r=.72) and moderately correlated with the Woodcock Reading Mastery Tests Total Reading score (r=.55). A repeated measures analysis of variance comparing standard scores for the Cognitive Levels Test with those of the Woodcock Reading Mastery Tests indicated few mean differences between the two sets of scores. Implications concerning the validity of the Cognitive Levels Test were discussed.