The academic achievement of the children was assessed with the Peabody Individual Achievement Test-Revised (PIAT-R) (Markwardt, 1989).
Children who scored relatively high on the PIAT-R achievement tests administered in their home during the first semester tended to perform well academically on teachers' assessments at the end of the year.
In general, children who had high scores on indicators of competence prior to school entry, including the PPVT-R and Vineland, tended to have high scores on the PIAT-R in the fall semester of 1st grade.
Social adjustment in 1st grade was indirectly predicted by the PPVT-R through the PIAT-R. Social adjustment in 2nd grade was directly predicted by social adjustment in 1st grade and the PIAT-R; standardized betas were .24 and .34, respectively.
The Word Recognition subtest of the Peabody Individual Achievement Test-Revised (PIAT-R) was used as the pre and post-test evidence for the study as was an authentic reading passage and comprehension questions from the grade level science text.
Table 2 shows that the PIAT-R Reading Recognition pretest average number of words read by the group was 34 (range 16-65; median =31).
The students were also administered the Word Recognition subtest of the PIAT-R. After discussing the results of the post-test with the students, the special education teacher obtained a commitment from each to use the strategy in their science and social studies classes as well at home when completing homework.
Table 3 shows the pre and post DISSECT word recognition level as measured by the Peabody Individual Achievement Test-Revised (PIAT-R), Reading Recognition Subtest.
These included the Peabody Individual Achievement Test-Revised (PIAT-R), the Child Behavior Checklist-Teacher Version (CBC), the Social Skills Rating Scale (SSRS), and the Vineland Adaptive Behavior Scales (Survey Form).
Peabody Individual Achievement Test - Revised (PIAT-R) is an individually administered wide range achievement test (Markwardt, 1989).
While the nurse interviewed the mother, the psychologist administered the PIAT-R to the child.
Essentially, given certain exclusionary factors, e.g., the disability is not due to emotional disturbance, mental retardation, etc., it assumes that SLD exists when there is a significant difference between measured individual intelligence (e.g., WISC-R or WAIS-R tests) and achievement (e.g., PIAT-R
, W-J, and other tests).