Four commonly used measures of academic achievement were administered in counterbalanced order to 32 elementary and middle school-aged children enrolled in exceptional education programs for the learning disabled. Measures chosen were the Kaufman Test of Educational Achievement, KeyMath—R, Test of Written Spelling 2, and the Gray Oral Reading Test—Revised. Analysis suggested corresponding measures of reading, mathematics, and spelling were highly correlated, although in some instances generated significantly different mean standard scores. Implications for practitioners are discussed.
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