RELATIONSHIP BETWEEN GRAMMATICAL ERRORS ON ROTTER'S SCALE AND PERFORMANCE ON EDUCATIONAL TESTS FOR STUDENTS SUSPECTED OF HAVING LEARNING PROBLEMS

Abstract

82 public school students who were referred for psychological evaluations because learning problems were suspected were administered the Rotter Incomplete Sentences Blank: High School Form and the protocols scored for errors in grammar. Grammatical errors were moderately correlated with performance on the reading and spelling subtests of the Wide Range Achievement Test and the Peabody Individual Achievement Test. Factor analyses suggested the existence of an independent factor for grammatical errors.

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