WISC-III AND WJ-R TESTS OF ACHIEVEMENT - CONCURRENT VALIDITY AND LEARNING-DISABILITY IDENTIFICATION

This study examined effects of the change from WISC-R to WISC-III on 6 2 students with learning disabilities undergoing triennial reevaluatio n. Changes in the correlations with WJ-R Tests of Achievement scores f rom WISC-R to WISC-III were not statistically significant. Score eligi bility (a 15-point discrepancy between ability and achievement) decrea sed from 86% with WISC-R to 48% at reevaluation with WISC-III. Changes from WISC-R to WISC-III scores for students retaining score eligibili ty were not significantly different from those for students losing sco re eligibility; however, WJ-R score changes for the two eligibility gr oups were significantly different Implications for score interpretatio n and for learning disabilities identification are discussed.