Standardized tests will not satisfactorily predict achievement, given the "conventional" intelligence and achievement test scores that correlate with measures of abilities deemed important by schools. (Author/IRT)

Tested criterion-related validity of Wechsler Intelligence Scale for Children-Revised (WISC-R) performance scale with Stanford Achievement Test, Special Edition for Hearing-Impaired Students (SAT-HI). Results indicated WISC-R performance scale has adequate criterion-related validity and SAT-HI percentile ranks may provide a better metric than…

Navy recruits (n=243) participated in an examination of the relationship between strategy use and intelligence through paper-and-pencil and computer-administered tests that considered reaction time. Overall, results weaken arguments that strategy use is related to general intelligence and that strategy use is a robust, traitlike construct. (SLD)

Vocabulary learning is central to reading ability and academic achievement. Vocabulary researchers and educators have viewed its essence as a process of associating the pronunciations and meanings of words in memory, and they have paid little attention to the contribution that spellings might make to vocabulary learning. We review theory and…

Eighty-three children (mean age 9 years) with learning disabilities or multiple physical or sensory handicaps were tested using the Peabody Individual Achievement Test (PIAT) and one or more standard measures of intelligence to assess the value of the PIAT as an effective measure and screening device of educational achievement. (LC)

This booklet contains the graphs of mean cumulative and achievement scores, as well as a grade level analysis, for all grade schools in Charles County, Maryland during the 1973-1974 academic year. (Author/BJG)

Relationships between school achievement and two theoretically different measures of intelligence, Piagetian and psychometric, are explored in 143 bright, average, and retarded elementary school students. Factor analyses of the California Test of Mental Maturity, the Metropolitan Achievement Test, the Stanford-Binet, and fifteen Piaget-type tasks…

This Institute for Developmental Studies (IDS) program was established in 1958, and represented an attempt to study the inter-play of environment on psychological development, and to evolve and develop an enriched and stimulating school curriculum for socially disadvantaged children. Over the years, the IDS program has evolved into a comprehensive…

Thirty elementary students referred for possible learning disability were administered the achievement sections of the Woodcock-Johnson Psycho-Educational Battery and several traditionally used school district tests. Identical student placement decisions were reached on 23 out of 30 students. (Author/GDC)

Article drawn from a longer report "The Little Black Schoolhouse, to be published in book form in 1970. Study aimed at determining how a school in a poor area functions, with emphasis on how it aids and facilitates successful pupils, and on the schooling process for their average and failing peers. Recommends heterogeneous grouping. (RJ)

The usefulness of the Peabody Individual Achievement Test General Information subtest as a general screening instrument with non-retarded subjects is shown in a study of concurrent validity between the subtest and the Wechsler Intelligence Scale for Children-Revised. Correlations between the instruments in two intelligence groups are discussed.…

Determines the number of factors measured by the Peabody Institute Achievement Test (PIAT) subtests and the extent to which subtests measured the factors found. Results indicate only two factors: word recognition, and school-related knowledge. Use of PIAT as a separate test in a battery containing the WISC-R is supported. (Author/BEF)

Describes the problems of adjustment encountered by Italian immigrants' children in German-speaking Switzerland. Analyzes data from Swiss public schools tests and enrollment figures discussing the factors that mark large numbers of these children for the lowest occupational levels. Blames the school system's early selection practices as one…

Calculated reliability estimates for the Mexican-American (n=160) and non-Hispanic white (n=1,569) standardization sample at 11 age levels on the Kaufman Assessment Battery for Children using computed variance components. Results suggest that the test is equally reliable for both non-Hispanic white and Mexican-American children at all age levels.…

The K-ABC purports to be a fresh alternative to standardized measures of intellectual functioning, by virtue of separating measurement of acquired factual knowledge from measurement of the ability to solve novel problems. Some researchers have questioned this claim to the capability of distinguishing aptitude and achievement. By analyzing the…