Achievement Correlates of the Woodcock-Johnson Reading and Mathematics Subtests, KeyMath, and Woodcock Reading in an Elementary Aged Learning Disabled Population

Abstract

Thirty-two elementary aged learning-disabled students were administered the math and reading subtests from the Woodcock-Johnson Psycho-Educational Battery, KeyMath, and Woodcock Reading Mastery Tests. Grade equivalent scores and standard scores were compared and yielded significant correlations that range from .79 to .93. Mean grade equivalent scores did however significantly differ for the two reading measures but not when standard scores were used. The two math indices yielded nonsignificant grade equivalent scores. Similarities and differences between the instruments are discussed in relation to enhancing the identification of learning disabilities.