NotesFAQContact Us
Search Tips
ERIC Number: ED086958
Record Type: Non-Journal
Publication Date: 1973
Pages: 55
Abstractor: N/A
Reference Count: N/A
Implications of the Wechsler Intelligence Scale for Children (WISC) Information, Arithmetic, Digit Span, and Coding Subtests of Severely Retarded Readers on Reading Achievement; A Descriptive-Predictive Study.
Davis, Gale
The purpose of this research was to investigate the Wechsler Intelligence Scale for Children (WISC) subtest scores of information (IN), arithmetic (AR), digit span (DS), and coding (CO). The subjects were all of the students admitted to and remaining in the Seattle Public School District #1 Learning/Language Disability (LLD) Program since September 1971, who were born between July 1957 and 1966, whose full scale IQs were 90 or above, and whose reading achievement was one or more grade levels below academic expectancy for students of chronological ages (CA) 7.6 to 10.5 and two or more grade levels below academic expectancy for students CA 10.6 to 15.11. To examine the IN, AR, DS, and CO characteristics of LLD students, the eleven subtest scaled scores were totaled for each subject, and each subject's deviation from his own mean was computed. The WISC mean deviations by group were also computed from the deviations from the students' own means. Some of the results indicated that the LLD students showed a group pattern of low IN, AR, DS, and CO; but the pattern did not hold for individual cases; the WISC subtest pattern did not vary with degree of underachievement; and WISC full scale IQ correlated negatively with reading deficit and was apparently a poor measure of reading success. (WR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children