So as to compare predicted achievement based upon WISGR IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for sychological evaluation. The correlations obtained, even on this nonranfom PO ulation, were substantial, significant ( p < .001), and should be useful to sc!ool psychologists in statistically relating intelligence test scores to school achievemeet.Perhaps the task most often performed by school psychologists is the comparison of observed achievement with an estimate of predicted achievement derived from some measure of scholastic aptitude. Based upon this procedure, statements can be made as to whether the observed learning is less than, commensurate with, or greater than what one might expect of this student. Such procedures are routinely performed and are often required by law for diagnosis of learning disabled children. However, this process does require the prior establishment of the relationship between the measures of observed achievement and scholastic aptitude. Numerous studies with the WISC and WRAT have been performed, with those of Jastak and Jastak (1965), Reger (1966), Foster (1965, and Ryan (1973) being but a sample. Currently, information as to the relationship between the WISC-R and WRAT is minimal, although Brooks (1977), and Hartlage and Steele (1977) have done studies with small samples of children ages 6-10 from restricted populations. METHOD SubjectsThe sample consisted of 282 children ages 6-16 from a variety of ethnic and socioeconomic groups. These subjects were referred for psychological evaluation for a variety of reasons by a number of urban Omaha Public Schools over an 18-month period. The subjects cannot be regarded as a random sample, but instead as a representative cross section of students referred to school psychologists in this geographic area. ProceduresAll subjects were administered the 10 required subtests from the WISC-R, and in most cases the three achievement segments from the WRAT were utilized. All administration and scoring was performed by the same school psychologist. Data AnalysisThe subjects were divided into two age groups (6-11 and 12-16 years) to correspond with the levels of the WRAT. The WISC-R IQs and WRAT standard Requests for reprints should be sent to F. Gene Schwarting, Omaha Public Schools, 3819 Jones St., Omaha, NE 68105. 1

This study compares three different measures of intelligence used with preschool children identified "at-risk.'' Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-Revised, and the Expressive One-Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product-moment correlation was used to analyze the data. Correlated t-tests were used to calculate the differences between the mean IQs for the tests. The PPVT-R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT-R and EOWPVT correlated significantly with the Performance Scale

The stability of the factor structure of the WISC-R and the WRAT is investigated over a 3-year period for a sample of educable mentally handicapped and mentally retarded students. Factor analyses indicated stable factors for intelligence and achievement across time. Similar factor structures emerged from both initial assessment and re-evaluation data. The argument that intelligence and achievement tests measure similar constructs is not supported in an intellectually retarded sample. Additional support is provided for stability of the factor structures of the WISC-R and WRAT over time.