Dissertations and Theses @ UNI


Open Access Thesis


Learning disabled--Intelligence testing; Educational tests and measurements--Evaluation; Learning disabilities--Diagnosis;


A costly component of special education deals with the assessment and diagnosis of learning disabled students. This study considers the feasibility of replacing expensive, time consuming individual assessment procedures with group administered assessment procedures. IQ-achievement discrepancy scores generated by the WISC-R and WJ-R for 26 learning disabled students were compared to discrepancy scores generated by the CogAT and ITBS. Test data were retrieved from school records for third grade students identified as learning disabled within the 1991-1992 or 1992-1993 school years. ITBS scores were recorded for areas recognized by the WISC-R/WJ-R discrepancy scores. Discrepancy scores were generated in each of the recognized areas for each of the CogAT batteries using a regression table. Chi squares were computed to compare similarities in qualification rates and patterns.

Study results indicated that the discrepancy scores generated using each of the CogAT Batteries and ITBS scores were unable to duplicate the incidence rate or area of specific learning disability patterns achieved with the WISC-A and WJ-R for the subjects involved. A method of considering a student qualified if found discrepant using any of the three CogAT battery discrepancy scores did provide an incident rate of 23 of the 26 students. However, this method is discouraged due to the lack of a discernible pattern of identification for each of the CogAT batteries separately and the possibility of overidentification. The performance of this method does raise the question of what patterns might look like with a composite score for the CogAT, if this were to be developed.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology, Foundations, and Leadership Studies


Department of Educational Psychology and Foundations

First Advisor

Ralph S. Scott


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Date Original


Object Description

1 PDF file (37 pages)



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