Specific learning disorders and underlying processes: can WISC-IV subtests predict SLD neurocognitive profiles in Italian children aged 7–14 years?

Abstract

Introduction: Specific Learning Disorder (SLD) is studied via WISC IV, as well as via neurocognitive impairment profiles arising from clinical tests. However, state-of-the-art appears to be deficitary about the possibility of shared neurocognitive profiles within a given phenotype. Objectives: We aim to fulfil this gap by investigating, in SLD, formal correlations between WISC IV subtests and nine impairment domains, with their own degrees of severity. Participants and methodology: 160 Italian children, aged 7 to 14 years, have been divided in four groups (Males vs. Females; Primary vs. Lower Secondary School); scores obtained in nine specific domains of abilities have been confronted versus WISC IV scales, using Pearson R correlations, and obtaining 15 × 9 matrices for each group. Results: The most relevant correlations have been found in the primary-school group only, and in the female group only. The primary-school children presented a strong correlation of WMI with handwriting and reading. On the other hand, in the female group, mental calculation abilities correlated to several subtest indexes, such as: IQ; VCI; WMI. Reading comprehension abilities also correlated to WMI. Interpretations: A possible explanation to neurocognitive profiles in females is represented by fronto-parietal networks: anomalies in gray-to-white matter ratio, in gray-matter depth, and in white-matter tracts appear to be typical of young females. Results found in the primary-school group underline the developmental role of working memory in learning how to properly read and write. Thus, specific phenotypic areas are implicated in deficitary neurocognitive networks affected in children with SLD.

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