Estes R E, Hallock J E, Bray N M
Percept Mot Skills. 1985 Dec;61(3 Pt 1):711-6. doi: 10.2466/pms.1985.61.3.711.
Four measures of arithmetic skills were evaluated for 69 learning disabled students (58 boys, 11 girls; 6 to 14 yr. old). These measures were the arithmetic subtests of the Wide Range Achievement Test and Peabody Individual Achievement test, the Key Math, and teachers' ratings. Partial correlations were high, indicating substantial content validity. Mean grade placement scores were generally equivalent for Key Math and teachers' ratings. The Peabody Individual Achievement Test produced significantly higher while the Wide Range Achievement Test resulted in significantly lower grade-placement scores than the other two measures.
对69名学习障碍学生（58名男生，11名女生；年龄在6至14岁之间）的四项算术技能指标进行了评估。这些指标包括广泛成就测验和皮博迪个人成就测验的算术子测验、关键数学以及教师评分。偏相关性较高，表明具有较高的内容效度。关键数学和教师评分的平均年级安置分数总体相当。与其他两项指标相比，皮博迪个人成就测验得出的年级安置分数显著更高，而广泛成就测验得出的年级安置分数显著更低。
