![](https://csdnimg.cn/release/download_crawler_static/19914542/bg1.jpg)
10
Psychology in
the
Schools, January,
1977,
Vol.
14,
No.
1.
DURKIN,
D.
A language arts program
for
pre-first grade children: Two-year achievement report.
Reading Research Quarterly,
Summer,
1970,534-565.
DURRELL, D.,
&
MURPHY, H.
Speech-to-Print Phonics.
N.Y.: Harcourt, Brace
&
World,
1964.
EQELAND, B., DINELLO, M.,
&
CARR
D. The relationship of intelligence, visual-motor, psycho-
linguistic and reading readiness skills with achievement.
Educational and Psychological Mea-
surement, 1970,
5’0,
451-458.
GARRETT, H.
Elementary
statistics. N.Y.
:
Longmans, Green,
1954.
HIRSHOREN, A. A comparison of the predictive validit
of the revised Stanford-Binet Intelligence
Scale and the Illinois Test of Psycholinguistic Agility.
Ezceptional Children,
March,
1969,
MAZURKIEWICZ,
A.,
&
TANYZER,
H.
Early-to-Read i/t/a Program,
Revised Edition.
N.Y.
:
Initial
NEWCOMER,
P.,
&
HAMMILL,
D.
ITPA and academic achievement: A survey.
Reading Teacher,
ROBINSON,
H.,
MONROE, M.,
&
ARTLEY,
A.
The new basic readers, curriculum foundation series.
517-521.
Alphabet Publications,
1966.
May,
1975, 731-741.
Glenview, Illinois: Scott, Foresman,
1962.
RUDE,
R.
Readiness tests
:
Implications for early childhood education.
The Reading Teacher,
March,
1973. 372-580.
SEDLAK R.,
&
WEENER,
P.
Review
of
research on the Illinois Test of Psycholinguistic Abilities.
In hann, L. and Sabatino,
D.
(Eds)
The $first review of special education,
Vol.
1.
Phila., PA.
Buttonwood Farms,
1973, 113-163.
WARDEN,
P.
G.
The validity of the Illinois Test of Psycholinguistic Ability
as
a predictor of academic
achievement of first grade students.
Unpublished Master’s Thesis. Kent State Univ.,
1967.
WINER, B.
J.
Statistical principles in experimental design,
Second
Ed.
N.Y.
:
McGraw-Hill,
1971.
INVESTIGATION
OF
THE WISC-R FOR
USE
WITH RETARDED
CHILDREN: CORRELATION WITH THE
1972
STANFORD-BINET
AND COMPARISON
OF
WISC AND WISC-R PROFILES
ALAN
S.
KAUFMAN
JOHN
VAN
HAGEN
University of Georgia
St.
Vincent’s
School
Rafael, California
A group of
80
mentally retarded youngsters, aged
6
to
16,
waa tested on the
WISC-R, primarily
to
assess the continuity of measurement between the old
and new WISCs. The WISC-R IQs correlated
.65
to
.82
with Stanford-Binet
IQ for
a
subsam le of
45
children resembling the coefficients between the
1949
WISC and t%e Bjnet
for
retarded groups. In addition, the WISC-R test
profiles for the
80
children corresponded closely
to
the WISC test profiles
for
many retarded samples. Thus, there was evidence to sup ort the con-
tinuity
of
the WISC-R with it5 predecessor for retarded popuktions.
The
1949
WISC enjoyed widespread use with mentally retarded populations
(Baumeister,
1964;
Zimmerman
&
Woo-Sam,
1972)
,
and
it
is reasonable to assume
that the Wechsler Intelligence Scale
for
Children
-
Revised (WISC-R)
will
continue
the popularity
of
its predecessor. Hence,
it
is important
for
numerous studies to
be conducted to determine the effects
of
the revision and restandardization
of
the
WISC on the intellectual assessment
of
mentally retarded individuals, with parti-
cular concern
for
the continuity
of
measurement between the old and new batteries.
The aims
of
the present study are consistent with these research needs: (a) to
cor-
Requests
for
reprints should be sent
to
Alan
S.
Kaufman, Dept. of Educational Psychology,
The University
of
Georgia, Atha, GA
30602.