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Use of the WISC-R and K-ABC with Learning Disabled, Borderline Mentally Retarded, and Normal Children.
Peer reviewed Peer reviewed
Naglieri, Jack A. – Psychology in the Schools, 1985
Examined normal (N=34), learning disabled (N=34), and borderline mentally retarded (N=33) children's performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite…
Descriptors: Children, Elementary Education, Learning Disabilities, Slow Learners
A Comparison of Intellectually Delayed and Primary Reading Disabled Children on Measures of Intelligence and Achievement.
Peer reviewed Peer reviewed
Bloom, Allan; And Others – Journal of Clinical Psychology, 1980
Findings do not reveal clinically significant differences between intellectually delayed and primary reading disabled children. Further exploration into cognitive and learning processes that relate more specifically to the child's difficulties is recommended. (Author)
Descriptors: Achievement Tests, Children, Comparative Analysis, Educational Diagnosis
WISC-R Types of Learning Disabilities: A Profile Analysis with Cross-Validation.
Peer reviewed Peer reviewed
Holcomb, William R.; And Others – Journal of Learning Disabilities, 1987
Profiles (Wechsler Intelligence Scale for Children - Revised) of 119 children in five learning disability programs were placed in six homogeneous groups using cluster analysis. One group showed superior intelligence quotient (IQ) with motor coordination deficits and severe emotional problems, while three groups represented children with low IQs…
Descriptors: Academic Achievement, Cluster Analysis, Elementary Secondary Education, Emotional Disturbances
Factor Analytic Study of the WISC-R for Three Groups of Handicapped Students.
Fuller, Gerald B.; And Others – Diagnostique, 1991
Factor analysis performed on the Wechsler Intelligence Scale for Children-Revised (WISC-R) for 252 subjects (ages 6-16), who were mentally handicapped, slow learners, or learning disabled, identified 3 factors: verbal-conceptual, perceptual-spatial, and distractibility-short-term memory. Findings suggest that the factor example can be used to…
Descriptors: Attention Control, Cognitive Style, Elementary Secondary Education, Factor Analysis