Black (N=95) and White (N=52) low socioeconomic children assigned to special education classes were initially given the Stanford-Binet and, three years later, the Wechsler Intelligence Scale for Children-Revised (WISC-R). Correlations between Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total…

Evaluated a short form of the Wechsler Intelligence Scale for Children-Revised (California Abbreviated WISC for the Intellectually Gifted) for screening gifted referrals. Results indicated the short form could be effective in predicting full-scale intelligence quotient even when the prediction was based on data from the original WISC. (Author/JAC)

Light's retention scale does not meet standards for a psychometric device for schools. Possibly because of low reliability, the total score was not found to have concurrent validity. The scale needs revision in item content to be accepted by teachers. (Author)

Play was a significant predictor of success on all three measures of achievement. Socioeconomic status and sex appeared to have little influence on the prediction of achievement. Dramatic play had the most significant impact. (Author)

Attempted to clarify the dynamics between creativity and misbehavior in the classroom by determining the extent to which creativity test scores predict identification of students by teachers and/or peers as misbehavers. Results generally failed to support that high creativity scores predict teacher identification of students as behavior problems.…

Examined Estimated Learning Potential (ELP) and IQ scores as predictors of learning task performance in 31 Black and 32 White educable mentally retarded children. ELP did not correlate more highly with performance than did IQ score, yet ELP may be more differentially sensitive to declassifying Blacks as retarded. (NRB)

Compared beginning kindergarten subtest scores on Vane Test of Language and Vane Kindergarten Test to Metropolitan Achievement Test Scores in reading and math, Otis-Lennon School Ability Test Index, and placement into special education or high achievement programs following second grade. Results revealed effective predictability of the screening…

Results indicate that the Wechsler Intelligence Scale for Children (Revised) is a valid predictor of achievement for children referred for learning disabilities. The verbal Scale IQ, and the Freedom from Distractibility IQ proved especially useful predictors of academic achievement. (JAC)

The Wechsler Intelligence Scale for Children-Revised (WISC-R) Comprehension, Arithmetic, and Object Assembly and McCarthy Quantitative and Memory Indices were most sensitive to learning disabled students' achievement. Conversely, the WISC-R Similarities and Arithmetic and the McCarthy Verbal Index were most sensitive to achievement of nonlearning…

Behaviorally disturbed students were administered portions of a test battery including the Peabody Individual Achievement Test (PIAT), and the Stanford Diagnostic Mathematics Test (SDMT). Results on the predictive validity of the instruments for mathematics and reading are given. (Author/ABB)

All variables except the Slosson Intelligence Test were poor predictors of Wechsler Intelligence Scale for Children (Revised) intelligence scores. A moderate correlation was found between verbal and full scale IQ scores and a lower relationship between performance IQ scores on the two scales. Results may be culture specific. (Author/JAC)

Slosson Intelligence Test scores are the best predictor of Wechsler Intelligence Scale for Children (Revised) (WISC-R) IQ scores. But they are often higher than WISC-R scores and increasingly verbally weighted. A skilled teacher's classroom observation is as valid an indicator of need for in-depth assessment as screening tests. (JAC)

Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests of the Iowa Tests of Basic Skills were analyzed for sex bias. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined. (Author)

Compares the predictive and concurrent validities of a learning efficiency test with that of another test. Memory factor scores of the learning efficiency test correlated significantly with the other test's scores, with class grades, and with actual grade-level functioning in reading. The learning efficiency test's validity compares favorably to…

Compared the performance of 338 children on the Miller Assessment for Preschoolers (MAP) in a follow-up study, to eight indices of school functioning, including retention in school, teachers' observations, assignment to special classes or services, and report card grades. Preschoolers with low MAP scores were significantly more likely to be…