Evaluation of intellectual, linguistic, and achievement variables in normal, emotionally disturbed, and learning disabled children.

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.