The present study examined the extent to which the scores from the K-FAST, MBA, and WRAT-3 are comparable in degree of correlation and mean scores in a sample of university students (N = 62). Results generally provided concurrent validity evidence for the three academic screening tests, although several significant differences were found between measures. An examination of test intercorrelations and test content revealed that the reading and writing domains are not assessed similarly across batteries. The intercorrelations between reading scores were relatively low, ranging from .31 (K-FAST and WRAT-3) to .48 (MBA and WRAT-3). The MBA provides the broadest assessment of reading (word recognition, word comprehension, passage comprehension), followed by the K-FAST. The WRAT-3 Reading test assesses mainly word recognition, as demonstrated by a .68 correlation with the MBA Identification test. The MBA also provides the broadest assessment of writing (punctuation, capitalization, spelling, word usage), followed by the WRAT-3 (which assesses only spelling). The math scores from the three batteries were most consistently correlated ( rs ranging from .52 to .54), a finding that supports the validity of the mathematics scores obtained from these instruments. Recommendations for the use and interpretation of the K-FAST, MBA, and WRAT-3 are offered, and avenues for future research are suggested.
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