ERIC Number: ED171019
Record Type: Non-Journal
Publication Date: 1979-Apr
Reference Count: N/A
WISC-R Analysis: Implications for Diagnosis and Educational Intervention of LD Children.
Stevenson, Lillian P.
The study investigated the functional patterns of intellectual performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) of 55 children (ages 5-to-18 years) referred to a child center to determine if the WISC-R profiles could help identify the children as learning disabled. Secondarily the study utilized the factor-score approach in terms of clusters of subtests to ascertain if functional differences in learning styles exist. Results indicated that there were no differences between the study group when compared to normative data using the WISC-R standardization population as a reference. Of the three subtests examined (verbal-comprehension, analytic-field-approach, and attention-concentration) the attention-concentration factor was the lowest mean factor score for the study sample. It was concluded that attentional difficulties appear to play a central role in the learning problems of the sample studied. (PHR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children