In this issue the concurrent validity of the WISC-R and the McCarthy Scales of Children's Abilities is examined, as is the predictive validity of the WISC to the WISC-R with learning disabled students. The instability of learning disabled students' self-concepts as measured by the Piers-Harris Children's Self-Concept Scale is also described, and the reader is provided with strategies for evaluating instructional materials. — D.A.S.
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