Rennick P M, Klinge V, Hart Z, Lennox K
Adolescence. 1978 Winter;13(52):755-66.
This study addresses itself to developing an abbreviated test battery to assess children presenting learning difficulties in the classroom. Factor analyses of the WISC, ITPA and PIAT revealed that 85% of the total variance of these tests can be accounted for by an abbreviated battery utilizing 12 subtests from the 26 in the total from all three tests. Evidence is presented that the discrepancy between academic achievement and academic aptitude is not as great as expected, in children with apparent underachievement, when careful, reliable measures are used.
本研究致力于开发一套简化测试组合，以评估在课堂上存在学习困难的儿童。对韦氏儿童智力量表（WISC）、伊利诺伊心理语言能力测验（ITPA）和皮博迪个别成就测验（PIAT）进行因素分析后发现，利用这三项测试总共26个分测验中的12个组成的简化测试组合，可以解释这些测试总方差的85%。有证据表明，当采用谨慎、可靠的测量方法时，在明显学业成绩不佳的儿童中，学业成就与学术能力之间的差异并不像预期的那么大。
