Administered the Peabody Picture Vocabulary Test (Revised) and reading, mathematics, and written-language subtests of the Woodcock-Johnson Psycho-Educational Test Battery to 28 regular education and learning disabled students. Except for correlations between form M and the reading and written-language subtests for the LD group, values did not…

Compared three tests of visual-motor integration: The Revised Test of Visual-Motor Integration (VMI-R), the Test of Visual-Motor Integration (VMI), and the Bender Visual-Motor Gestalt Test (BG). Results showed significantly higher BG age equivalent scores. Highly significant correlations were found among all variables. (WAS)

Reviewed records of 94 mentally retarded adolescents who had been given the Wechsler Intelligence Scale for Children or the Wechsler Intelligence Scale for Children (Revised). Although there were no significant differences between the groups, the WISC tested lower than the WISC-R by an average of about two points. (Author/JAC)

Investigated the relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Screening Test (MST) with a sample of 39 children whose mean age was 62.3 months. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT-R. (Author)

Compared the standard scores and age scores obtained from the Peabody Picture Vocabulary Test (PPVT)(1965) and the Revised Peabody Picture Vocabulary Test (PPVT-R)(1981) with (N=88) preschool children. Results found the mean PPVT IQ and Mental Age scores were significantly higher. Discusses implications for using the PPVT-R. (Author)

Investigated the validities of IQs obtained from independent administration Terman-Merrill (T-M) versus the rescoring method (SF) of the short form of the Stanford-Binet Form L-M. Results indicated that the T-M, depending on test sequence, correlated significantly different with the Full Scale Binet IQ than did the SF rescoring method. (Author)

This research addresses the question of the comparability of equal scores on the same test from children in different grades. The results indicate that the scores are comparable, and support the assignment of Iowa Tests of Basic Skills levels that match the child's developmental level. (Author)

Finds further evidence of the close equivalence of scores derived from the Wechsler Intelligence Scale for Children (Revised) and the Stanford-Binet, but fails to support the practice of computing adjusted mental age scores. Subjects were (N=25) children in the bright normal range of intelligence. (JAC)