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Abstract

To examine the validity of the Detroit Test of Learning Aptitude for the evaluation of students with learning disabilities, the records of 163 referred children were reviewed. Each child had been administered the Wide Range Achievement Test (WRAT), the Wechsler Intelligence Scale for Children-Revised (WISC-R), and the Verbal Opposites, Motor Speed, Unrelated Words, Memory for Objects, and Memory for Designs subtests of the Detroit Test of Learning Aptitude (Detroit). A series of hierarchical multiple regression analyses were computed to determine the relationship among WRAT, WISC-R, and Detroit scores. It was concluded that once a student's age and WISC-R Full Scale IQ ere known, the Detroit subtest scores contributed minimally to an understanding of the student's academic achievement. Additional analyses revealed that the inter correlations between the Detroit subtests and the WISC-R were not strong.

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References

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The Validity of the Detroit Test of learning Aptitude

Abstract

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References