Investigations into the relationships of the WRAT, the PIAT, the SORT, and the WISC‐R in low‐functioning referrals
Tramill, James L. Tramill, Janis K. Thornthwaite, Roscoe Anderson, Frances
Tramill, James L.
Tramill, Janis K.
Thornthwaite, Roscoe
Anderson, Frances
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1981-04
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Tramill, J.L., Tramill, J.K., Thornthwaite, R. and Anderson, F. (1981), Investigations into the relationships of the WRAT, the PIAT, the SORT, and the WISC-R in low-functioning referrals. Psychol. Schs., 18: 149-153. https://doi.org/10.1002/1520-6807(198104)18:2<149
Abstract
Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC‐R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC‐R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT. Copyright © 1981 Wiley Periodicals, Inc., A Wiley Company
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This is an open access article under the CC BY license.
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John Wiley & Sons Incorporated
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Psychology in the Schools
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00333085