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Academic literature on the topic 'Reading Achievement tests. Children Wechsler Intelligence Scale for Children. Woodcock-Johnson Test of Achievement'
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Journal articles on the topic "Reading Achievement tests. Children Wechsler Intelligence Scale for Children. Woodcock-Johnson Test of Achievement"
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Weltner-Brunton, Susan L., Felicisima C. Serafica, and Gary R. Friedt. "Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier Vs. Later Identified Students with Learning Disabilities." Learning Disability Quarterly 11, no. 1 (1988): 71–79. http://dx.doi.org/10.2307/1511039.
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This study compared earlier identified (grades 2–4) to later identified (grades 5–8) students with learning disabilities on Woodcock Reading Mastery Tests (WRMT) and Wechsler Intelligence Scale for Children - Revised scores upon identification and over time in special education. Test-retest stability of WISC-R scores was also examined. No significant between-group differences were found at identification on WRMT scores, Wechsler IQ scores, Kaufman factors, or Bannatyne recategorized scores. Overall, results showed significant group mean increases in reading achievement and decreases in verbal ability. Moderate correlational stability was noted for all scores.
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Wang, Winfred, Jane Schreiber, Guolian Kang, et al. "Effects of Hydroxyurea (HU) on Neurocognitive Performance in Children with Sickle Cell Disease: A Prospective Trial." Blood 130, Suppl_1 (2017): 760. http://dx.doi.org/10.1182/blood.v130.suppl_1.760.760.
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Abstract Background: Sickle cell anemia is associated with progressive compromise of neurocognitive function exacerbated by stroke or silent cerebral infarction. Despite decades of experience with chronic transfusion, hematopoietic stem cell transplantation, and HU, improvement in neurocognitive performance from these interventions has not been clearly demonstrated; only one study has reported improvement in global cognitive index from HU (Puffer, Child Neuropsychology, 2007). As part of a comprehensive prospective evaluation of the effects of HU treatment on the central nervous system, we evaluated neuropsychological performance in school-age children with sickle cell anemia. Methods: Subjects had HbSS/Sβ0 thalassemia and no history of previous central nervous system (CNS) events and were 7-18 years old. After informed consent, baseline evaluations included the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV) and the Woodcock-Johnson Achievement Test Version III (WJ-III). Treated patients received HU beginning at 20 mg/kg/d with gradual escalation to maximum tolerated dose (MTD) within one year. They were evaluated with the same CNS studies after 12 months. A control group who declined HU treatment was matched by diagnosis and age and was also evaluated at baseline and after one year. Summary statistics of WISC and WJ-III scores were reported for each time point and for their change between two time points in each group and were compared using the Wilcoxon rank sum and Wilcoxon signed rank tests, respectively. Results: Age and gender distributions in HU-treated (n=21) and untreated control patients (n=11) were comparable. In HU-treated patients, but not in controls, there was significant improvement in mean full scale IQ (FSIQ) after one year (Table 1). In treated subjects, mean WISC subscale scores were all higher after one year, although none were statistically significant. Among controls, FSIQ and all subscales, except working memory, showed a numerical decrease in mean scores, with the greatest decline in perceptual reasoning. Subtest scores from the WJ-III Achievement test in HU-treated patients showed significant improvement in comprehension of word passages. Among controls, WJ-III Achievement subtest scores showed no significant changes. When mean changes in WISC scores from baseline to one-year follow-up were compared (Table 2), treated patients showed greater positive changes than controls, but differences were not significant. Changes in WJ-III scores for treated and control subjects also were not significant. Conclusions: In children with sickle cell anemia, HU treatment over a one year period was associated with a significant improvement in the Wechsler Full Scale IQ; subscales showed small to medium positive changes although the differences were not statistically significant. By contrast, in the untreated control group, most scores were lower after one year and mean changes in scores from baseline were less positive than those in the HU group. In measures of achievement, the treated group demonstrated improved passage (reading) comprehension, a skill related to executive function. Overall, these results suggest that HU may improve cognitive function or prevent decline. Correlation of standard and functional MR neuroimaging in these subjects with neurocognitive performance is pending. Future trials are needed to examine the impact of other interventions (e.g., memory training, multisensory reading intervention), possibly in conjunction with HU. Disclosures No relevant conflicts of interest to declare.
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Vichinsky, Elliott, J. Gold, R. Rule, et al. "Neuropsychological (NP) Dysfunction and Neuroimaging Abnormalities in Neurologically Intact Adult Patients with Sickle Cell Disease (SCD)." Blood 110, no. 11 (2007): 428. http://dx.doi.org/10.1182/blood.v110.11.428.428.
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Abstract Background. Brain dysfunction may be the most important and least studied problem afflicting the aging SCD population. 25% of neurologically intact pediatric SCD patients have NP dysfunction and silent CNS infarction. In children, age is associated with progressive decline in NP scores suggesting adults are at risk for progressive brain injury and NP decline. Objective. To determine the extent of NP impairment, the prevalence of MRI abnormalities, and their relationship in neurologically asymptomatic adult SCD patients compared to national norms and matched controls. Methods. Patients (21–55 yrs) with HbSS, normal neurologic exams and no history of stroke or abnormal neuroimaging, were recruited from 11 centers and screened for mental status and depression. The patient to control ratio goal was 3:1. After consenting, participants completed NP tests that assessed verbal and nonverbal intelligence, academic achievement, executive functioning, processing speed (PS), attention, and memory. Tests included the Wechsler Adult Intelligence Scale (WAIS-III), the Wechsler Memory Scales (WMS-III), the Woodcock-Johnson Tests of Achievement (WJ III), the Test of Everyday Attention (TEA), and others. Participants underwent standardized brain MRI read for atrophy and lesions. Volumetric analysis (vMRI) quantitated white and grey matter. Results. This is a report of 138 of the 150 planned SCD subjects and 37 controls: 62% female, 21–29 yrs, with mean hemoglobin (Hb) 8.2g/dl. 32% and 39% of patients scored one standard deviation (below 86) on the WAIS-III Performance IQ (PIQ) and PS index (PSI) scores compared to 16% in national norms. 26% and 22% of patients scored below 86 on the WMS-III visual immediate and immediate memory scales compared to 16% in national norms. Controlling for age, gender, and education, patients and controls differed significantly on the WAIS-III PSI Score, −14.1 (95% CI of −19.2 to −9.0) and the WJ-III including reading, math and following directions. Subtests of attention and flexibility of thought of the TEA significantly decreased with age in patients but not controls. In 82 patients with MRIs, 63% had an abnormal MRI or NP dysfunction, 38% had atrophy and/or ischemic lesions, and 18% had ischemic lesions only. Low PIQ and PSI were significantly associated with ischemic lesions. In vMRI, adjusting for age and gender, hippocampal volume in patients was 541.1 μL < controls (95% CI of 212.0, 870.3) and CSF volume in patients was 16 mL > controls (95% CI of 1.7, 31.5). These dfferences were significant. Patient Hb was a significant independent predictor of verbal IQ, PIQ, PSI, math, and executive function (Pearson r = .20 –.28). Conclusion. NP dysfunction and/or undetected brain injury affect the majority of neurologically intact adults with SCD, especially in areas of executive functioning, reading and math fluency. Patients with lower Hb have lower IQ scores. Ischemic lesions, alone, do not account for the extent of the NP impairment observed. Hb, age, and hippocampal volume were predictive of NP dysfunction, suggesting a link between reduced oxygenation, neuronal loss, and cognitive impairment. This supports the importance of a transfusion trial to improve NP function.
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Lavin, Claire. "Scores on the Wechsler Intelligence Scale for Children-Third Edition and Woodcock-Johnson Tests of Achievement-Revised for a Sample of Children with Emotional Handicaps." Psychological Reports 79, no. 3_suppl (1996): 1291–95. http://dx.doi.org/10.2466/pr0.1996.79.3f.1291.
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Because there is little available research, this study examined the associations between scores on the Wechsler Intelligence Scale for Children-Third Edition and the Woodcock-Johnson Tests of Achievement-Revised for 85 children with diagnosed emotional handicaps. Analysis indicated associations were significant.
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C, Friedhoff, Oh A, and Ventura L. "A-162 Neurocognitive Functioning in Youth with Neurofibromatosis Type 1: Examining Relations between Executive Functions and Academic Achievement." Archives of Clinical Neuropsychology 35, no. 6 (2020): 956. http://dx.doi.org/10.1093/arclin/acaa068.162.
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Abstract Objective Neurofibromatosis Type 1 (NF1) is an autosomal dominant genetic disorder affecting approximately 100,000 people in the U.S. It is commonly associated with neurofibromas, café-au-lait spots, and optic gliomas. It has also been linked to neurocognitive deficits, including learning disabilities and ADHD. This study examined relationships among executive functions (EF) and academic achievement in children diagnosed with NF1. Methods Participants included 29 children (ages 2–21; M = 9.28, SD = 5.50) diagnosed with NF1 referred for neuropsychological evaluation as part of standard clinical care. A battery of tests was administered, including measures of intelligence (Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition; Wechsler Intelligence Scale for Children, Fifth Edition; Wechsler Adult Intelligence Scale, Fourth Edition), attention (Conners’ Continuous Performance Test II), EF (Delis-Kaplan Executive Function System), academic achievement in reading and math (Wechsler Individual Achievement Test, Third Edition), and parent rating scales examining EF in the home environment (Behavior Rating Inventory of Executive Function, Second Edition). Results Relations between attention, EF, and academic achievement were examined using bivariate Pearson correlations. Lower scores on measures of EF (e.g., inhibition of prepotent responses) were linked to lower math achievement scores (r = .73, p &lt; .05). Difficulties with sustained attention were associated with lower performance on measures of reading (r = −.60, p &lt; .05) and math achievement (r = −.59, p &lt; .05). Parent report of EF difficulties was correlated with lower reading scores (r = −.68, p &lt; .05). Conclusions Results suggest that children with NF1 are at risk for deficits in EF and academic achievement. Problems in these two domains are likely to co-exist. Thus, interventions targeting these skills should be well integrated.
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Moore, Danielle M., Melanie A. Porter, Saskia Kohnen, and Anne Castles. "Detecting Different Types of Reading Difficulties: A Comparison of Tests." Australasian Journal of Special Education 36, no. 2 (2012): 112–33. http://dx.doi.org/10.1017/jse.2012.11.
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The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2) determine to what extent widely used reading measures vary in their detection of lexical and nonlexical reading difficulties. Thirty children with reading difficulties were administered selected reading subtests from the Woodcock-Johnson III, the Wechsler Individual Achievement Test – Second Edition, the Castles and Coltheart Reading Test 2 (CC2), as well as a measure of nonverbal IQ. Both within-subjects analyses and descriptive data are presented. Results suggest that in comparison to a pure measure of irregular word reading, children with reading difficulties perform better on word identification subtests containing both regular and irregular word items. Furthermore, certain characteristics (e.g., length, similarity to real words) appear to influence the level of difficulty of nonword items and tests. The CC2 subscales identified the largest proportions of children with reading difficulties. Differences between all test scores were of statistical and clinical significance. Clinical and theoretical implications are discussed.
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Gravel, Judith S., and Ina F. Wallace. "Early Otitis Media, Auditory Abilities, and Educational Risk." American Journal of Speech-Language Pathology 4, no. 3 (1995): 89–94. http://dx.doi.org/10.1044/1058-0360.0403.89.
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Fourteen children whose first-year otitis media (OM) histories were well documented by prospective pneumatic otoscopy were given formal measures of their academic abilities at 6 years of age using the Woodcock-Johnson Tests of Cognitive Abilities and Tests of Achievement and the Wechsler Intelligence Scale. Parents and teachers of the children completed the appropriate Conners' Rating Scales that queried behavioral and attentional characteristics. In addition, at school age, the children were screened for academic risk using the Screening Instrument for Targeting Educational Risk (SIFTER). At 4 years, these same children's abilities to listen in background competition were assessed using an adaptive competing sentences task. Auditory sensitivity was estimated in the first year of life with the click-ABR. Results suggest that a history of persistent OM and mild conductive hearing loss in the first year of life is associated with poorer academic abilities at school age, particularly in reading skills and those that underlie reading. Teachers' ratings of children's behavior and attention in the academic setting were different between OM groups (first-year OM-free versus OM-positive). Listening in background competition at 4 years of age was associated with teachers' ratings of academic performance at school age. Early OM and mild hearing loss appear detrimental to several auditory-based learning skills.
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Rifai, Lara, Nisha Kajani, Kayla Kotalik, Ana Lopez, Lisa Lashley, and Charles J. Golden. "A-142 A Correlation between Reading Fluency and Processing Speed in a Child Population." Archives of Clinical Neuropsychology 36, no. 6 (2021): 1195. http://dx.doi.org/10.1093/arclin/acab062.160.
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Abstract Objective The aim of this study was to determine whether a correlation exists between reading fluency in the WJ-IV ACH and processing speed in the WISC-V. Method The data for this study was derived from a large de-identified database. Participants (n = 90) included individuals who completed the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V), which measures intellectual ability, and the Woodcock Johnson IV Tests of Achievement (WJ-IV ACH), which tests for reading, writing, and mathematic achievement. The participants consisted of 36.7% White, 20% Black, 31.1% Hispanic, and 12.2% Other. From the sample, 66.7% were male and 32.3% were female. All the participants were administered the WISC-V and WJ-IV ACH (mean age = 10.53, SD = 2.50; mean education = 4.6, SD = 2.47). Vocabulary was controlled for. Results The results indicated a significant correlation between the WJ-IV ACH Reading Fluency and the WISC-V Processing Speed Index r(87) = 0.326, p = 0.002. Conclusions Previous research has found that deficits in processing speed affect reading efficiency. Cognitive processes are affected even in children with ADHD who are able to decode words accurately. Processing speed, specifically Coding in the WISC-IV, was found to be significantly associated with verbal span and measures of working memory. Moreover, processing speed and working memory have been found to be significant predictors of oral reading fluency (Jacobson et al., 2011). The current findings confirm a correlation between processing speed and reading fluency in updated versions of the forementioned assessments. Future research should investigate the role of comorbid diagnosis found in the functioning of both processing speed and reading fluency.
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Bell, Nancy L., Marggi Rucker, A. J. Finch, and Joanne Alexander. "Concurrent validity of the Slosson full-range intelligence test: Comparison with the Wechsler intelligence scale for children–third edition and the Woodcock Johnson tests of achievement–revised." Psychology in the Schools 39, no. 1 (2001): 31–38. http://dx.doi.org/10.1002/pits.10002.
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McIntyre, K. "C-68 Expanding Pediatric Performance Validity Tests." Archives of Clinical Neuropsychology 34, no. 6 (2019): 1097. http://dx.doi.org/10.1093/arclin/acz034.230.
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Abstract Objective Effort testing with children has started to gain traction in the literature. The following case presents data from several number recall tasks similar to the Wechsler Digit Span and may expand the opportunities for embedded performance validity tests (PVTs). Method For the purpose of psychoeducational testing, a comprehensive battery of standardized neuropsychological tests was administered, including visual and auditory attention, language, visual-motor and fine motor skills, visual and auditory processing, executive functioning, and academics. Results The child showed impaired performance on Number Recall from the Kaufman Assessment Battery for Children, 2nd Edition (KABC-II) and Memory for Digits on the Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2) that met the Weschler Digit Span cutoff indicative of poor effort. Evidence of Ganser symptoms (e.g., nearly correct or approximate answers) was present on math calculation performance on the Woodcock Johnson Tests of Achievement, 4th Edition (WJTA-IV). Further, apparently deliberate markings of “X” solely on his incorrect responses on a dichotomous (yes/no) reading task also suggested deliberate feigning of low reading skills. Conclusions This case highlights the importance of effort testing in children, especially as poor effort was not apparent to the examiner, nor did there appear to be any obvious gain. Comparing data on tasks similar to already established PVTs may help expand opportunities to test effort systematically and frequently throughout a neuropsychological evaluation, and has implications for other professionals (e.g., School Psychologists, Speech Language Pathologists, etc.) who evaluate children.
Dissertations / Theses on the topic "Reading Achievement tests. Children Wechsler Intelligence Scale for Children. Woodcock-Johnson Test of Achievement"
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Campbell, Krystal. "Correlations between the WISC-IV, SB: V, and the WJ-III Tests of Achievement which has a better relationship with reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=618.
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Miller, Mark. "The relationship between Wechsler Intelligence Scales for Children -- revised variability of subtest scaled scores and reading achievement gain as measured by the Woodcock-Johnson Tests of Educational Achievement -- revised in children with learning disabilities." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2281.
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This study identified a sample of children with specific learning disabilities according to Public Law 94-142 criteria. The primary purpose of the study was to examine whether sample member's intravariability of WISC-R subtest scaled scores was related to their reading achievement gain. A second purpose was to determine if any relationship existed between intelligence and reading achievement gain. Eighty-four Resource placed elementary students composed the study sample. They ranged from six to eleven years of age, and were primarily male caucasian. Since 1989, each sample member had been administered the WISC-R once; and , each sample member had been administered the WJTEA-R twice, with at least 12 months separating the two administrations . Results identified no relationship between WSIC-R subtest scaled score scatter and reading achievment gain on the WJTEA-R. A positive correlation was identified be tween intelligence level and academic gains in reading. Important ancillary correlations of significance identified for all subjects included a negative relationship be tween the variable Age and the variables Intelligence , Academic gain, and the WISC-R FD factor . When intelligence was held to within average parameters significant correlations were identified between the variable Achievement and the variables Age and Time (negative), and with the WISC-R FD and VC factors (positive) . Multiple regression analyses indicated the FD factor best able to predict academic gain for this group. It is probable, that in the identification of learning disabled students, that the identification of processing disorders (as with previously sought patterns) is not viable. It may be that the only key characteristics are intellectual level and severe discrepancy.