The Woodcock-Johnson Battery contains four Scholastic Aptitude clusters designed to predict achievement. Based on stepwise multiple regression development procedures, the subtests within these clusters are weighted differently. Concerns regarding the inclusion of the Quantitative Concepts subtest in two of these aptitude clusters were investigated in a referral sample (N = 386). The results suggest that the achievement content of Quantitative Concepts subtest, particularly because of its relatively high weighting, may inappropriately affect the scores on the Written Language and Knowledge Aptitude clusters. Implications for interpretation are discussed.
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