| Abstract: | Although norm-referenced educational tests are used widely to identify children with learning disabilities, there have been few studies examining how performance on these tests relates to actual classroom functioning. This study examines the criterion-related validity of a battery of six educational diagnostic and achievement tests for actual reading level of a group of 155 learning disabled students enrolled in grades 4 to 7 and a subgroup of 46 learning disabled students enrolled in grades 5 and 6. Stepwise multiple regression analysis revealed that six subtests from the battery accounted for over 70% of the variance in reading for the larger group. When type of reading curriculum used was controlled, five subtests accounted for over 76% of the criterion. The theoretical and applied implications of these results for diagnostic assessment are discussed. |
