Clinically and theoretically derived WISC-R subtest regroupings: Predicting academic achievement in a referral population

Abstract

Attention continues to be directed toward the WISC-R as a tool for understanding children's learning problems. The formulation of WISC-R subtest regroupings (apart from the traditional Verbal, Performance, and Full Scale IQs, and the empirically derived factor scores) may provide a basis for score interpretation and the generation of hypotheses regarding children's cognitive strengths and weaknesses. The present investigation analyzed the predicitive utility of several WISC-R subtest recategorizations with regard to academic to achievement as measured by the WRAT. The sample consisted of 105 children who had been referred for psychoeducational evaluation because of classroom learning problems. Stepwise regression analyses indicated that many of the regroupings were significant predictors of academic achievement. Generated regression equations are presented.

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