A review of the literature regarding the utility of Wechsler Intelligence Scale for Children-Revised (WISC-R) with learning disabled (LD) students was conducted. It is concluded that the WISC-R can be an adjunct to LD diagnosis and one step in educational planning for the LD student. (Author)

This response argues that Linda Siegel's paper (EC221505) confuses measures of intelligence with predicted achievement, calls for doing away with the construct of learning disabilities rather than the discrepancy definition model, and overlooks the need to determine which students qualify for special educational services for treatment of learning…

This critique of a paper by Linda Siegel (EC221505) challenges Siegel's assumptions on the relationship of Intelligence Quotient to learning disabilities as being unacceptable and non-literature-based, and points out that discussion of Intelligence Quotient cutoffs may be moot given that 49 states employ no cutoff for learning disabilities. (JDD)

This commentary supports Linda Siegel's challenge to the learning disabilities field (in EC221505) to produce data indicating that dyslexic readers differ from other poor readers in their cognitive processing, educational prognosis, and response to treatment. The commentary also points out that the existence of Matthew effects reinforces Siegel's…

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 elementary students with learning disabilities. WISC-III Full Scale, Verbal, and Performance scores were lower than comparable WISC-R scores by one-third to one-half a…

The Learning Disability Index (LDI) was validated by an examination for mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum was found to measure Third Factor strengths/weaknesses as much as verbal-performance…

Use of the discrepancy approach in defining learning disabilities is challenged, as intelligence tests do not measure potential, are not independent from what is measured by achievement tests, and are not powerful predictors of low reading performance. Use of intelligence tests in analysis, identification, and definition of learning disabilities…

In commenting on Linda Siegel's argument (in EC221505) that Intelligence Quotient is not causally related to reading difficulties, this paper argues that Intelligence Quotient is relevant to the definition of reading disabilities but that present knowledge may not justify its use in the selection of children for special services. (JDD)

This response to Linda Siegel's paper (EC221505) suggests some alternative explanations of phonological processing as a basis for determining reading disability. Discussed are the use of pseudoword tests, the relationship between phonological coding and intelligence quotient, and the relationship between phonological coding and reading…

This response to a paper by Linda Siegel (EC221505) on the relationship between Intelligence Quotient and learning disabilities addresses the differences between classification and identification, limitations in Siegel's conceptualization of intelligence, and the representation of the language and learning domains subsumed within the learning…

This response to a paper by Linda Siegel (EC221505) discusses research on the relationship between social skills and Intelligence Quotient or academic performance. The research indicates that it is erroneous to assume that Intelligence Quotient or academic achievement account for the social problems of children with learning disabilities. (JDD)

This commentary re-examines Linda Siegel's four basic assumptions (in EC221505) inherent in the Intelligence Quotient-achievement discrepancy commonly used to define learning disability. The commentary also discusses the uses of alternative measures of intelligence and the role of Intelligence Quotient in the identification of learning-disabled…

These concluding comments on the series of articles introduced by Linda Siegel's paper (EC221505) summarize the bases for disputing the utility of intelligence tests. The learning disabilities field's resistance to abandoning use of Intelligence Quotient tests is also acknowledged, and improved assessment measures and further research are called…

Issues raised in responses to Linda Siegel's paper (EC221505) on the relationship between intelligence test scores and learning disabilities are addressed. Discussed are the nature of intelligence, classification of learning disabilities by discrepancy between intelligence test scores and achievement scores, the existence of learning disabilities,…

In this commentary on Linda Siegel's paper (EC221505), it is argued that a minimum level of general ability is needed for successful reading performance. Above this threshold other kinds of intelligence are required and more important is the contribution of verbal efficiency, which is predicated on the covariance of phonology, morphology, and…