Relevant bibliographies by topics / Peabody Individual Achievement Test-Revised

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Academic literature on the topic 'Peabody Individual Achievement Test-Revised'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Peabody Individual Achievement Test-Revised"

1

Bartels, Don R. "Peabody Individual Achievement Test – Revised/Normative Update." Diagnostique 24, no. 1-4 (March 1999): 211–20. http://dx.doi.org/10.1177/153450849902401-418.

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Luther, James B. "Review of the peabody individual achievement test-revised." Journal of School Psychology 30, no. 1 (March 1992): 31–39. http://dx.doi.org/10.1016/0022-4405(92)90018-z.

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Edwards, Jean. "Book Review: Peabody Individual Achievement Test-Revised (PIA T-R)." Journal of Psychoeducational Assessment 7, no. 3 (September 1989): 264–71. http://dx.doi.org/10.1177/073428298900700309.

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Goh, David S., and Dennis McElheron. "Another Look at the Aptitude-Achievement Distinction." Psychological Reports 70, no. 3 (June 1992): 833–34. http://dx.doi.org/10.2466/pr0.1992.70.3.833.

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48 high school students were administered the Arithmetic subtest of the Wechsler Adult Intelligence Scale—Revised, the Mathematics subtest of the Peabody Individual Achievement Test—Revised, and the Stanford Diagnostic Mathematics Test. Correlations, of about .80 among the three tests, were interpreted as supporting a part of the continuum theory of Humphreys, Anastasi, and Cronbach for conceptualizing the distinction between aptitude and achievement tests.
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Prewett, Peter N., and Maria M. Giannuli. "Correlations of the Wisc—R, Stanford-Binet Intelligence Scale: Fourth Edition, and the Reading Subtests of Three Popular Achievement Tests." Psychological Reports 69, no. 3_suppl (December 1991): 1232–34. http://dx.doi.org/10.2466/pr0.1991.69.3f.1232.

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The WISC—R Verbal, Performance, and Full Scale IQs of 66 referred students and the Stanford-Binet IV Test Composite scores of a different sample of 48 referred students correlated significantly with the reading subtests of the Woodcock-Johnson Revised, Kaufman Test of Educational Achievement, and the Peabody Individual Achievement Test—Revised. The WISC—R Full Scale IQ correlated similarly with each reading score. The Verbal IQ correlated significantly more strongly than the Performance IQ with the reading scores.
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Culbert, James P., Robert Hamer, and Valerie Klinge. "Factor structure of the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Peabody Individual Achievement Test in a psychiatric sample." Psychology in the Schools 26, no. 4 (October 1989): 331–36. http://dx.doi.org/10.1002/1520-6807(198910)26:4<331::aid-pits2310260402>3.0.co;2-u.

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7

Ouchi, Bryan Y., Jason C. Cole, Tracy A. Muenz, Alan S. Kaufman, and Nadeen L. Kaufman. "Interrater Reliability of the Written Expression Subtest of the Peabody Individual Achievement Test-Revised: An Adolescent and Adult Sample." Psychological Reports 79, no. 3_suppl (December 1996): 1239–47. http://dx.doi.org/10.2466/pr0.1996.79.3f.1239.

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This study examined the interrater reliability of the measure of written expression in the Peabody Individual Achievement Test-Revised. A sample more diverse in years of education and age than the normed population was used in this study. Fifty subjects from California, comprised of 72% females and 74% Caucasians, and ranging in age from 13 to 46, comprised the sample. Subjects were administered the “box” prompt from the PIAT-R Written Expression subtest (Level II). Interrater reliability for these scores was within the same range as the values provided in the manual once restriction of range was corrected.
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8

Goh, David S., and Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children." Psychological Reports 60, no. 1 (February 1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

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To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts with reading and mathematics achievement in learning disabled children. Educational implications of the findings were discussed.
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9

Naglieri, Jack A. "Normal Children's Performance on the McCarthy Scales, Kaufman Assessment Battery, and Peabody Individual Achievement Test." Journal of Psychoeducational Assessment 3, no. 2 (June 1985): 123–29. http://dx.doi.org/10.1177/073428298500300203.

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10

Knopik, Valerie S., and John C. DeFries. "Etiology of covariation between reading and mathematics performance: a twin study." Twin Research 2, no. 3 (June 1, 1999): 226–34. http://dx.doi.org/10.1375/twin.2.3.226.

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AbstractThe etiology of the observed relationship between reading and mathematics performance was examined by analyzing data from samples of same-sex twin pairs tested in the Colorado Learning Disabilities Research Center. Bivariate phenotypic and genetic structural equation models were fitted to data from 526 twin pairs selected for reading deficits (290 identical and 236 same-sex fraternal) and 355 control pairs (220 identical and 135 same-sex fraternal). Subtests of the Peabody Individual Achievement Test (PIAT; Reading Recognition, Reading Comprehension, and Spelling) were used as measures of reading performance, and scores from the Wechsler Intelligence Scale for Children-Revised (WISC-R) or Wechsler Adult Intelligence Scale-Revised (WAIS-R) Arithmetic subtest, the Wide Range Achievement Test Arithmetic subtest, and the PIAT Math subtest were used as indices for mathematics performance. The results of these confirmatory factor analyses indicate that genetic and environmental covariances between reading and math latent factors do not differ significantly for twin pairs in the proband and control groups. Estimates of heritability for reading performance in the proband and control samples were 0.81 and 0.69, respectively, and those for math performance were 0.88 and 0.67, respectively. Moreover, genetic influences accounted for 83% of the covariation between the reading and math factors in the proband group and for 58% of the covariation between these two latent variables in the control group; in contrast, shared environmental influences did not contribute significantly to the relationship between the reading and math latent factors nor to their independent variation.
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Dissertations / Theses on the topic "Peabody Individual Achievement Test-Revised"

1

Franklin, Linda L. "Eligibility for learning disabilities : a comparison of the Woodcock-Johnson revised achievement test and the Wechsler individual achievement test /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988659.

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Books on the topic "Peabody Individual Achievement Test-Revised"

1

Markwardt, Frederick C. PIAT-Rnu manual. Circle Pines, MN (4201 Woodland Rd., Circle Pines 55014-1796): AGS, 1998.

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2

C, Markwardt Frederick, ed. Peabody individual achievement test - revised, normative update manual: PIAT-R NU. Circle Pines, MN: American Guidance Service, 1989.

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Book chapters on the topic "Peabody Individual Achievement Test-Revised"

1

Volker, Martin A., and Audrey Smerbeck. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Clinical Neuropsychology, 2608–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1580.

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Maye, Melissa. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Autism Spectrum Disorders, 2140–43. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_240.

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Volker, Martin A., and Audrey Smerbeck. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Clinical Neuropsychology, 1886–89. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1580.

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Volker, Martin A., and Audrey Smerbeck. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1580-2.

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5

Maye, Melissa. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Autism Spectrum Disorders, 3354–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_240.

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