The WISC-R and Learning Disabilities Assessment

Alan S. Kaufman

90 citations0/0 files storedJournal of Learning Disabilities

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Developmental and Educational Neuropsychology Psychological Testing and Assessment Cognitive Abilities and Testing

Abstract

This paper reviews WISC-R research that has particular pertinence for the assessment of learning disabilities. Three topics are treated in depth: factor analysis investigations, recategorization of subtests into Bannatyne's four groupings, and interscale/intrascale scatter. For each topic, relevant current research findings are summarized and interpreted, their implications for LD assessment are explored, and avenues for future research are delineated.

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References

1982The Handbook of School Psychology 1979Intelligent testing with the WISC-R 1963Psychological Differentiation 1973Developmental Dyslexia: a Diagnostic Approach Based on Three Atypical Reading‐spelling Patterns 1974Diagnosis : A note on recategorization of the WISC scaled scores.1977Recategorized WISC-R Scores of Learning Disabled Children 1981Scatter Analysis of WISC-R Profiles for Learning Disabled Children with Superior Intelligence

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2003Cognitive Functioning as Measured by the WISC-R 1983A comparison of the spelling errors of older dyslexic and second-grade normal children 2010Neuropsychological Profile on the WISC-IV of French Children With Dyslexia 2014WISC-IV Intellectual Profiles in Italian Children With Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics 1994Structural analysis of correlated factors: Lessons from the verbal-performance dichotomy of the Wechsler scales.1986Levels and Patterns of Intellectual Functioning Among LD College Students: Clinical and Educational Implications

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