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Abstract

The Wide Range Achievement Test (WRAT) was administered to two groups of learning disabled in a summer remedial program. The 39 boys and 15 girls ranged in age from 84 months to 183 months and upcoming fall grade placemenys ranged from 1.0 to 9.0. The students were matched on age and randomly assigned to groups. The subtest administration order varied for each group; the Reading and Spelling subtests served as the dependent variables while the Arithmetic subtest served as the dependent variables while the Arithmetic subtest remained constant. Although order of administration has been found to be a factor in test performance (Creekmore & Graham, 1981; Ward, 1973), the results of the Current study indicate that, for this sample of learning disabled students, varying the order of the language arts subtests did not significantly affect performance.

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References

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The Effects of Order on the Administration of WRAT Subtests

Abstract

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References