{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,18]],"date-time":"2026-09-18T18:57:43Z","timestamp":1789757863812,"version":"4.0.1"},"reference-count":22,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2001,1,1]],"date-time":"2001-01-01T00:00:00Z","timestamp":978307200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2001,1]]},"abstract":"<jats:p>Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated, as well as the K-BIT's accuracy as a predictor of WISC-III scores, in a sample of young children with reading disabilities. The two measures were administered to 65 children from Atlanta, Boston, and Toronto who ranged from 6-5 to 7-11 years of age at testing. Correlations between the verbal, nonverbal, and composite scales of the K-BIT and WISC-III were .60, .48, and .63, respectively. Mean K-BIT scores ranged from 1.2 to 5.0 points higher than the corresponding WISC-III scores. Standard errors of estimation ranged from 10.0 to 12.3 points. In individual cases, K-BIT scores can underestimate or overestimate WISC-III scores by as much as 25 points. Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading disabilities if IQ scores are required.<\/jats:p>","DOI":"10.1177\/002221940103400101","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"2-8","source":"Crossref","is-referenced-by-count":19,"title":["Relation Between Kaufman Brief Intelligence Test and WISC-III Scores of Children with RD"],"prefix":"10.1177","volume":"34","author":[{"given":"Christopher E.","family":"Chin","sequence":"first","affiliation":[{"name":"Georgia State University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Heloise Marie L.","family":"Ledesma","sequence":"additional","affiliation":[{"name":"Georgia State University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul T.","family":"Cirino","sequence":"additional","affiliation":[{"name":"Department of Psychology at Georgia State University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rose A.","family":"Sevcik","sequence":"additional","affiliation":[{"name":"Georgia State University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Robin D.","family":"Morris","sequence":"additional","affiliation":[{"name":"Department of Psychology at Georgia State University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jan C.","family":"Frijters","sequence":"additional","affiliation":[{"name":"University of Guelph, The Hospital for Sick Children in Toronto, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maureen W.","family":"Lovett","sequence":"additional","affiliation":[{"name":". Learning Disabilities Research Program at The Hospital for Sick Children"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2001,1,1]]},"reference":[{"key":"atypb1","unstructured":"Blachman, B.A. (1997). Early intervention and phonological awareness: A cautionary tale. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 409-430). Mahwah, NJ: Erlbaum."},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1177\/107319119500200201"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1177\/1073191195002003002"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.86.1.6"},{"key":"atypb5","unstructured":"Foorman, B.R., Francis, D.J., Shaywitz, S.E., Shaywitz, B.A. & Fletcher, J.M. (1997). The case for early intervention . In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 243-264). 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