Analysis of cognitive abilities for learning disabled children

Abstract

The study investigated WISC-R subtest pattern scores of 58 learning disabled children (42 boys and 16 girls) ranging in age from 6 years to 15 years, 10 months. The variation in subtest scores w a analyzed by a 1 x 10 analysis of variance with repeated measures on the single factor. Differences between individual subtest means were analyzed by the Newman-Keuls test for simple effects. The evidence indicates that the low subtest scores on Arithmetic, Coding and Information were characteristic of this group. The study did not support the Verbal-Performance discrepancies a useful in the diagnosis of learning disabilities.

Writing disabilities and cognitive functions at the age of nine years in a neonatal high‐risk group

“…It was also shown that poor writers had most difficulties in verbal and auditory skills as well as in concentration and logical thinking capacities. These results are similar to those reported earlier (Rugel 1974;Vance et al, 1976;Nelson & Warrington, 1980). Naglieri (1981) investigated the factor structure of the WISC-R for a sample of children identified as learning disabled.…”

WISC-R performance of children referred to a university center for learning disabilities

“…Mean scores and SDs of the WISC-R subtests and scales for the 40 subjects of this investigation are presented in Table 1, along with the data reported by Anderson, et al, (1976) and Vance, et al, (1976).…”

“…Highest scaled scores occurred for the Comprehension and Picture Completion subtests, while deficient scores obtained for Information, Similarities, and Vocabulary. Vance, Gaynor, and Coleman (1976) studied WISC-R performance of 58 learning disabled children (42 boys, 16 girls), ranging in age from 6-0 to 15-10 years. These children resided in rural areas of North Carolina and had met Bateman's (1965) criteria for being learning disabled on the basis of a full psychoeducational evaluation.…”

WISC‐R profile analysis in differentiating LD from ED children

“…For instance, on the normal standardization sample (200 children) about one out of every three will have intra-subtest differences (Kaufman, 1976b). It is common to observe significant differences between pairs of test scores in a child's (normal or exceptional) WISC-R protocol (Kaufman, 1976a(Kaufman, , 1976bVance et al, 1976;.…”

“…The Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler,1Y74) has replaced the Wechsler Intelligence Scale for children (1949) as one major instrument for assessing the intellectual functioning of school-aged children. Studies already have been conducted that provide insight into the revised battery (Anderson, Kaufman, & Kaufman, 1976;Kaufman, 1976aKaufman, , 1976bVance, Gaynor, & Coleman, 1976;Vance, Hankins, & McGee, 1979;Vance, Hankins, McGee, & Engin, 1978;Vance & Wallbrown, 1977). For years clinicians have been interpreting the meaning of differences between Verbal and Performance IQs obtained by an individual on the WISC (Beck & Lam, 1955).…”