“…The most commonly used tests were the Woodcock–Johnson Tests of Achievement (Woodcock et al, 2001) (eight studies, four of which shared the same lead author) and the Wechsler Individual Achievement Test (WIAT) (Wechsler, 2005) (five studies). The following measures were used in no more than two studies: a non-standardised teacher rating scale of academic skills, the Achenbach System of Empirically Based Assessment (Achenbach and Rescorla, 2001), the Wide Range Achievement Test (WRAT) (Jastak and Wilkinson, 1984), the Differential Ability Scales (DAS) Achievement Tests (Elliott, 1990), the Detroit Tests of Learning Aptitude (Hammill, 1985), the Kaufman Test of Educational Achievement (Kaufman and Kaufman, 1985), the Wechsler Objective Reading and Numerical Dimensions (Rust et al, 1993), the Test of Word Reading Efficiency (Torgesen et al, 1997), the Central Institute of Test Development School Attainment Test (see Driessen et al, 2008), the Neale Analysis of Reading (Neale, 1958), Schonell Graded Spelling Test (Schonell and Schonell, 1960), and Enright Diagnostic Math Test (Enright, 1983). Assessments were usually administered by the researchers rather than the school or the students’ teachers.…”