The Cognitive Patterns of Israeli Learning Disabled Children as Reflected in the Hebrew Version of the WISC-R

Amiram Raviv · Malcha Margalith · Alona Raviv · Edna Sade

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

Abstract

The present study examined cognitive aspects of learning disabled children as reflected in the Hebrew version of the WISC-R. Sixty LD and 60 normal children were tested for differences on various aspects, such as Bannatyne's suggestion for recategorization of the WISC, scatter patterns, and discrepancies between the Verbal IQ and Performance IQ. Despite the translation of the test to Hebrew, the WISC-R preserved its ability to differentiate between LD and normal children. Nevertheless, certain limitations exist in the use of the test as a diagnostic tool for an individual child.

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References

1974WISC Subtest Scores of Disabled Readers:1974Diagnosis : A note on recategorization of the WISC scaled scores.1977Recategorized WISC-R Scores of Learning Disabled Children 1977Intellectual Characteristics of School Labeled Learning Disabled Children 1976Use of the WISC-R with a learning disabled population: Some diagnostic implications 2010Diagnosing Learning Disabilities 1979III. WISC-R scatter indices: Useful information for differential diagnosis?1978A Comparison of the Effects of Reinforcement and Response Cost on the Selective Attention of Learning Disabled Children

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1987The Facilitation of Information Processing in Learning Disabled Children Using Computer Games 1985The Moderating Influence of Gender, Intelligence, and Specific Achievement Deficiencies on the Bannatyne WISC-R Recategorization 1986Cognitive Patterns of Learning Disability Subtypes As Measured by the Woodcock-Johnson Psycho-Educational Battery 1988Differential Diagnosis of Learning Disability versus Emotional Disturbance Using the WISC-R

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