WISC-III AND WJ-R TESTS OF ACHIEVEMENT: CONCURRENT VALIDITY AND LEARNING DISABILITY IDENTIFICATION

Abstract

This study examined effects of the change from WISC-R to WISC-III on 62 students with learning disabilities undergoing triennial reevaluation. Changes in the correlations with WJ-R Tests of Achievement scores from WISC-R to WISC-III were not statistically significant. Score eligibility (a 15-point discrepancy between ability and achievement) decreased from 86% with WISC-R to 48% at reevaluation with WISC-III. Changes from WISC-R to WISC-III scores for students retaining score eligibility were not significantly different from those for students losing score eligibility; however, WJ-R score changes for the two eligibility groups were significantly different. Implications for score interpretation and for learning disabilities identification are discussed.

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