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The Journal of Special Education
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WISC-III AND WJ-R TESTS OF ACHIEVEMENT: CONCURRENT VALIDITY AND LEARNING DISABILITY IDENTIFICATION

Margaret K. Schultz

Durham Public Schools, North Carolina

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.

The Journal of Special Education, Vol. 31, No. 3, 377-386 (1997)
DOI: 10.1177/002246699703100306
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