Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Kaye, D. B.
Right arrow Articles by Baron, M. B.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Long-Term Stability of Intelligence and Achievement Scores in Specific-Learning-Disabilities Samples

Daniel B. Kaye

University of California, Los Angeles

Marc B. Baron

Orange County Public Schools, Orlando, Florida

To compile data useful for informed reevaluation decisions that concern specific-learning-disabled (SLD) children, the stability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and Wide Range Achievement Test (WRAT) scores was assessed over a period of approximately 3 years in two samples of SLD children. Both samples began in a part-time learning-disabilities program (SLD-P). At the second WISC-R testing, 68 students remained in the part-time program, and 31 students had been placed in a full-time SLD program (SLD-PF). The WISC-R IQ reliabilities were high with the exception of Verbal IQ(VIQ) in the SLD-PF group. WRAT scores were less reliable. For both groups, VIQs decreased and Performance IQs (PIQs) increased over time. In the SLD-P group WRAT-Math scores decreased over time, and in the SLD-PF group WRAT-Spelling scores decreased over time. Regression analyses that used time in program as a covariate revealed unimpressive effects of program on WISC-R and WRAT scores. Cautions about program placement and the experimental design are discussed.

Journal of Psychoeducational Assessment, Vol. 5, No. 3, 257-266 (1987)
DOI: 10.1177/073428298700500308
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?