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AN ANALYSIS OF THE WISC-R AND THE K-TEA: THE ABILITY-ACHIEVEMENT DISCREPANCY IN NONREFERRED AND LEARNING DISABLED SEVENTH AND EIGHTH GRADERS
Abstract
This study investigated the relationship between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement, Comprehensive Form (K-TEA) using 59 nonreferred and 6 diagnosed learning disabled students. The relationship of those two instruments was believed to be in need of empirical investigation in view of the fact that statistical differences between obtained standard scores of ability and achievement may result in the diagnosis of the handicapping condition of learning disabled. Three separate hypotheses were investigated. The initial hypothesis asserted that a higher frequency of nonreferred students would meet the stated criterion for the diagnosis of a learning disability that were already diagnosed as such in the population. Twelve percent of the nonreferred population met that criterion in comparison to four percent in the population as a whole. The results of the chi-square statistic corrected for continuity confirmed the initial hypothesis (p < .05). The second hypothesis asserted that although a substantial overlap would be found between the K-TEA and WISC-R, the two tests are not measuring identical constructs and, as such, each contribute meaningful information to assist educators and diagnosticians in meeting the needs of children who experience difficulty in school. That hypothesis was investigated through a canonical correlational analysis of the K-TEA and WISC-R subtests. The resulting redundancy values indicated a functional overlap of 34% for the WISC-R subtests with the K-TEA subtests and a 61% overlap for the K-TEA subtests with the WISC-R subtests. Thus, the second hypothesis was also supported. The final hypothesis asserted that a four-factor solution would best describe the relationship of the K-TEA and WISC-R. Results of a principal components analysis indicated that a three-factor solution comprised of Achievement, Verbal Comprehension, and Perceptual Organization would be the most meaningful. Thus, the final hypothesis was not supported empirically, but did suggest that Freedom from Distractibility and Achievement are not separate constructs. Implications of the obtained results are discussed in terms of current diagnostic practices in the field of learning disabilities, as well as the theoretical implications for better understanding the ability-achievement discrepancy in seventh- and eighth-grade students.
Subject Area
Psychological tests
Recommended Citation
DELANEY, KAREN SUE, "AN ANALYSIS OF THE WISC-R AND THE K-TEA: THE ABILITY-ACHIEVEMENT DISCREPANCY IN NONREFERRED AND LEARNING DISABLED SEVENTH AND EIGHTH GRADERS" (1986). ETD collection for University of Nebraska-Lincoln. AAI8624586.
https://digitalcommons.unl.edu/dissertations/AAI8624586