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Abstract

Comparisons were made between the 1978 Wide Range Achievement Test (Reading subtest -- word identification), Woodcock Reading Mastery Test (Word Identification subtest and Total Reading score) and the Wechsler Intelligence Scales for Children-Revised for learning disabled and regular education students. The learning disabled students scored significantly lower than the regular education students on all reading measures. WRAT Word Identification scores were significantly higher than both the WRMT Word Identification and Total Reading scores for both groups. Existing differences in the ability level between the two groups (i.e., learning disabled and regular education) did not solely account for the obtained difference in reading achievement between the groups. The article discusses the subsequent utility of each instrument in the diagnostic process.

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An Analysis of Performance on Reading Subtests from the 1978 Wide Range Achievement Test and Woodcock Reading Mastery Test with the WISC-R for Learning Disabled and Regular Education Students

Abstract

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