The relationship of the WISC-R to academic achievement in a clinical population.

Investigated the validity of the WISC-R as a predictor of academic achievement in a population of emotionally disturbed adolescents (N = 35). Correlations and regression equations were derived between the WISC-R and two standardized measures of academic achievement, the PIAT and Woodcock. Verbal and Full Scale IQ estimates correlated at significant levels with the achievement measures used, and Verbal IQ estimates were the best single predictor of achievement. Performance IQ estimates were the least predictive and, as joint predictors, did not add any unique predictability. In comparison to the PIAT where Verbal IQ estimates were the best predictors, results for the Woodcock show that Verbal and Full Scale estimates make comparably significant predictors. Results support the predictive validity of the WISC-R for a clinical population and the continued use of this instrument in assessment batteries.