NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED069761
Record Type: RIE
Publication Date: 1971
Pages: 8
Abstractor: N/A
Functional Analysis of Intelligence Test Performance of Children with Learning Problems.
Wetter, Jack; And Others
WISC performance of 77 boys with serious school learning problems was analyzed according to three factors hypothesized to reflect functional differences in learning styles. Sub-samples identified as Learning Disordered, Learning Disordered-Hyperactive, or Educable Mentally Retarded, differed in patterns of subtest scores, although within groups Verbal-Performance I.Q.'s were not significantly different. Attentional difficulties in hyperactive learning disordered children was confirmed. Specification of areas of strength and weakness through the proposed process analysis is suggested as a basis for differentiated remedial program planning. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A