Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Comparison of arithmetic measures with learning disabled students.

R E Estes, J E Hallock, N M Bray

    Perceptual and Motor Skills
    |December 1, 1985
    PubMed
    Summary
    This summary is machine-generated.

    Related Concept Videos

    You might also read

    Related Articles

    Articles linked to this work by shared authors, journal, and citation graph.

    Sort by
    Same author

    Attitudes of registered nurses toward euthanasia.

    Death studies·1991
    Same author

    A factor analysis of the Kirton Adaption-Innovation Inventory using an alcoholic population.

    Perceptual and motor skills·1988
    Same author

    Relationship of field dependence/independence to adaption-innovation in alcoholics.

    Perceptual and motor skills·1987
    Same author

    Standard and modified administrations of the Iowa Tests of Basic Skills with learning disabled students.

    Perceptual and motor skills·1986
    Same author

    Soft neurological signs in learning- disabled children and controls.

    American journal of diseases of children (1960)·1974
    Same author

    Relationships among intelligence, speech proficiency, and hearing sensitivity in children with cleft palates.

    The Cleft palate journal·1970

    This study compared four arithmetic assessments for learning disabled students. Results show significant differences in grade placement scores between the Wide Range Achievement Test, Peabody Individual Achievement Test, Key Math, and teacher ratings.

    Area of Science:

    • Educational Psychology
    • Special Education
    • Psychometrics

    Background:

    • Accurate assessment of arithmetic skills is crucial for identifying and supporting students with learning disabilities.
    • Various standardized tests and teacher ratings exist, but their comparability for this population is not always clear.

    Purpose of the Study:

    • To evaluate and compare the content validity and grade placement scores of four distinct arithmetic assessments in learning disabled students.
    • To determine the degree of agreement between different measures of arithmetic proficiency.

    Main Methods:

    • The study involved 69 learning disabled students aged 6 to 14 years.
    • Four arithmetic measures were administered: Wide Range Achievement Test (WRAT) arithmetic subtest, Peabody Individual Achievement Test (PIAT) - Mathematics, Key Math Diagnostic Arithmetic Test, and teacher ratings.

    Related Experiment Videos

  • Partial correlations were calculated to assess content validity, and mean grade placement scores were compared across measures.

    • Main Results:

    • High partial correlations indicated substantial content validity across the evaluated measures.
    • Key Math and teacher ratings yielded generally equivalent mean grade placement scores.
    • The PIAT produced significantly higher grade placement scores, while the WRAT yielded significantly lower scores compared to Key Math and teacher ratings.

    Conclusions:

    • The choice of arithmetic assessment tool can significantly impact the perceived academic standing of learning disabled students.
    • While content validity appears robust, discrepancies in grade placement scores suggest caution when interpreting results from different measures interchangeably.
    • Further research may be needed to understand the underlying reasons for score variations and their clinical implications.