A Comparison of the PIAT, CAT, and WRAT Scores and Teacher Ratings for Learning Disabled Children

Abstract

The concurrent validity of the PIAT with learning disabled children was investigated using the CAT, WRAT, and Teacher Ratings of academic performance as criterion measures. Pearson product-moment correlation coefficients were moderate to high, indicating substantial concurrent validity in favor of the PIAT. Mean grade placement scores on subtests with similar content for all four measures were found to be generally equivalent, with the exception of PIAT Reading Recognition and WRAT Reading which produced lower scores.