Akram Hassani - Ph.D. Student of Psychology, Allameh Tabatabaei University, Tehran
Reza Rostami - Faculty Member, Clinical Psychology Department, University of Tehran
Kambiz Poushaneh - Faculty Member, Islamic Azad University, Central Tehran Branch

The purpose of the present study was to investigate the constructive validity of Convergent and Differential Type Structures of the Woodcock Johnson Educational Achievement Test, Third Edition. Participants of this study included students with learning disabilities in primary schools in Tehran. In this study, 57 students (24 girls and 33 boys) were randomly selected. Participants responded to two Woodcock Johnson (twelve subtest) and Stanford Binet tests for validity. The results of Pearson correlation test showed that there is a positive and significant relationship between stats retrieval subtasks (r = 0. 48, p <0.01) and understanding the instruction (r = 0.43, p <0.01) with the intelligence score (Stanford Binet). Also, the results showed that there was no significant difference between two groups of girls and boys in the Woodcock Johnson subtest, but there was a significant difference between the first level primary school children (first three years) and the second level of the primary school (the second three years) and the mean The second level group was higher. It is concluded that Woodcock Johnson test has differential validity.

Woodcock Johnson Test; Stanford Binet Intelligence Test; Learning Disability