The capability of the WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the WRAT was investigated. Subjects consisted of children referred for psychological evaluation in a public school setting, typically because of learning problems within the classroom. The results of a multivariate multiple regression analysis revealed that the FD and VC factors significantly predict WRAT Reading, Spelling, and Arithmetic standard scores, with the FD factor accounting for a major portion of the variance in WRAT achievement based upon observed VC and FD factor scores.During the last several years, investigations of the factor analytic structure of the WISC-R (Wechsler, 1974) have resulted in the identification of the same three factors (Kaufman, 1975; Silverstein, 1977). These factors, Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD), have been found by Kaufman (1975) and Silverstein (1977) to be relatively stable across individuals comprising the WISC-R standardization sample.Gutkin ( 1978) proposed that the WISC-R Verbal IQ (VIQ) and Performance IQ (PIQ) are less adequate estimates of the respective abilities these scales purport to measure than is the more empircally grounded analysis of WISC-R subtest scores using the VC, PO, and FD factors. Specifically, Gutkin suggested that the VC and PO factor scores appear to be more appropriate representations of verbal and nonverbal intellectual skills than the VIQ and PIQ based upon WISC-R subtest loadings within a factor analytic framework.Recently, a number of studies have been conducted that examined the relationship between the WISC-R and academic achievement measures (Hale, 1978; Hartlage & Steele, 1977;Schwarting & Schwarting, 1977). Hale (1978) found that the WISC-R VIQ significantly predicted Wide Range Achievement Test (WRAT) Reading and Arithmetic standard scores, and Hartlage and Steele (1977) reported significant relationships between all WISC-R scales and all WRAT subtests, as did Schwarting and Schwarting (1977). In addition, Reschly and Reschly (1979) reported significant correlations between WISC-R Full Scale IQ (FSIQ) and Metropolitan Achievement Test Reading and Mathematics sections (MAT) (Durost, Bixler, Wrightstone, Prescott, & Balow, 1971), and Wikoff (1979) reported significant relationships between all these WISC-R IQ scales and the Peabody Individual Achievement Test (PIAT) (Dunn & Markwardt, 1970).While much of the research relating to the predictive validity of the WISC-R has employed the more traditional VIQ, PIQ, and FSIQ as independent variables, comparatively little has been done utilizing the WISC-R factor scores as predictors of achievement. As part of a more global inquiry, Reschly and Reschly (1979) investigated the relationships between WISC-R factor s res and academic achievement as measured by teacher ratings and the Metropolitan ATievement Test, and found significant correlations betwee...

A discussion on the distinction between statistically significant Verbal‐Performance IQ discrepancies and the frequencies with which such differences occur in the WAIS‐R standardization sample is presented. An example is provided to aid in the determination of Wechsler Verbal‐Performance IQ frequency data, and comparisons are made between statistically derived and empirically observed WAIS‐R Verbal‐Performance IQ frequencies. Implications for placing additional emphasis upon evaluating Verbal versus Performance IQ frequencies are delineated.

The present article calls into question the use of the WRAT as a criterion measure for determining ability/achievement discrepancies in young school-aged children. It is demonstrated that the use of regression equations to predict the expected achievement levels of five-and six-year-old children on the WRAT still does not rectify the difficulties in identifying underachievement for children in the lower primary grades. Implications for the early identification of specific learning disabilities are discussed.The predictive validity of the Wechsler Intelligence Scale for Children-Revised (WISC-R) in relation to measures of achievement has received considerable attention during the past few years (Hale, 1978; Hartlage & Steele, 1977; Schwarting & Schwarting, 1977; Wikoff, 1979). Many of these inquiries have studied the relationship between the WISC-R and Wide Range Achievement Test (WRAT). Hale, for example, investigated relationships between WISC-R Verbal and Performance IQ scores and WRAT standard scores in Reading, Spelling, and Arithmetic, and discovered that WISC-R Verbal IQ significantly predicted WRAT Reading and Arithmetic standard scores. Hartlage and Steele reported significant positive correlations between all WISC-R IQ scales and all WRAT subtests, as did Schwarting and Schwarting. Such findings have lent further support to the already widespread use of the WRAT as a valid criterion measure of achievement levels.Hale addressed the need to construct prediction rules to determine whether an individual is achieving within expected ranges based upon his/her ability. In effect, his analysis generated regression equations that can be used to predict an individual's WRAT Reading and Arithmetic standard scores from his/her WISC-R Verbal IQ. Hale's decision to employ WRAT standard scores rather than grade level differences to define underachievement was based upon the contention that the use of grade level scores tends to result in disproportionate numbers of older children being identified as underachievers to the relative exclusion of younger children from this categorization.The purpose of the present paper is to raise the issue that while the use of WRAT standard scores as criteria in the identification of underachievement is a preferable method compared to the use of grade level designations, limitations with regard to sole reliance upon such scores as diagnostic indicators of underachievement are evident. Specifically, an examination of the normative tables of the WRAT, particularly at the lower chronological age levels (e.g., 5-0 to 6-1 l), reveals that even when standard scores are used, it remains difficult to identify five-and six-year-old youngsters as underachievers. DOES THE WRAT REFLECT CLASSROOM ACHIEVEMENT?It is of interest to note the skills that are required of five-and six-year-old children to achieve specific grade ratings and standard scores on the WRAT. As an example, let us assume that a psychologist administers the WRAT to a child of age six years, four months. An examination of the Spelli...

In recent years, psychologists have proposed a variety of Wechsler scale subtest recategorizations to aid practitioners in their approach to cognitive profile analysis. For the most part, subtest regroupings on the Wechsler scales have been clinically derived, with the exception of the three WISC-R factors scores. The present paper introduces information that clinicians may use to calculate standardized deviation quotients and standard errors of measurement for selected subtest groupings. In addition, data for determining significant discrepances between pairs of subtest combinations are introduced. The material presented should lead to a more statistically accurate interpretation of WISC-R profiles than more clinically oriented methods.

Attention continues to be directed toward the WISC-R as a tool for understanding children's learning problems. The formulation of WISC-R subtest regroupings (apart from the traditional Verbal, Performance, and Full Scale IQs, and the empirically derived factor scores) may provide a basis for score interpretation and the generation of hypotheses regarding children's cognitive strengths and weaknesses. The present investigation analyzed the predictive utility of several WISC-R subtest recategorizations with regard to academic achievement as measured by the WRAT. The sample consisted of 105 children who had been referred for psychoeducational evaluation because of classroom learning problems. Stepwise regression analyses indicated that many of the regroupings were significant predictors of academic achievement. Generated regression equations are presented.