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Educational and Psychological Measurement
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A Public School Validation Study of the Achievement Sections of the Woodcock-Johnson Psycho-Educational Battery with Learning Disabled Students

Ione Beden

Wichita, Kansas Public School System

Leslie Rohr

Wichita, Kansas Public School System

Randy Ellsworth

Wichita State University

This study investigated selected aspects of the concurrent validity of the achievement sections of the Woodcock-Johnson Psycho-Educational Battery. A random sample of 30 elementary students referred for possible learning disabilities was selected and each student was evaluated by two different staffing committees, one having achievement information from traditionally used school district tests of Key Math, Brigance Inventory of Basic Skills, PIAT, and WRAT while the second evaluation committee had Woodcock-Johnson achievement information in place of the traditionally used tests. Identical LD placement decisions were reached on 23 out of 30 students evaluated (p < .05). In addition, it was found that Woodcock-Johnson cognitive ability scores correlated +.63 with WISC-R scores and were about 12 IQ points lower on the average.

Educational and Psychological Measurement, Vol. 47, No. 3, 711-717 (1987)
DOI: 10.1177/001316448704700321
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