AbstractThe present study examined WISC‐R scale, factor, and subtest scores in relationship to PPVT‐R standard scores in order to test hypotheses regarding abilities measured by the PPVT‐R. For a naturally occurring sample of rural children referred for assessment (N= 51), the results of direct and stepwise regression analyses indicated that, while verbal comprehension abilities may contribute most to successful performance on the PPVT‐R, perceptual organization abilities also play a significant though less substantial role in the child's performance on the PPVT‐R. While Vocabulary scaled scores accounted for 63% of the variance, addition of Object Assembly and Picture Arrangement scaled scores accounted for an additional 11% of the observed variance in PPVT‐R performance. Students for whom the PPVT‐R overestimated WISC‐R Full Scale performance differed significantly from students for whom the PPVT‐R underestimated their WISC‐R performance only on the WISC‐R Arithmetic subtest. Implications for interpretation of the