Cognitive Functioning as Measured by the WISC-R: Do Children with Learning Disabilities Have Distinctive Patterns of Performance?.

D'Angiulli, Amedeo; Siegel, Linda S.

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Peer reviewed

ERIC Number: EJ660992

Record Type: Journal

Publication Date: 2003

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ISSN: ISSN-0022-2194

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Cognitive Functioning as Measured by the WISC-R: Do Children with Learning Disabilities Have Distinctive Patterns of Performance?

D'Angiulli, Amedeo; Siegel, Linda S.

Journal of Learning Disabilities, v36 n1 p48-58 Jan-Feb 2003

Data from 143 children with reading disabilities (RD), 100 with arithmetic disabilities (AD), and 121 controls (ages 6-16) found the RD and AD groups had significantly lower scores on all verbal IQ subtests. Many also showed significant differences between verbal and performance IQ scores, but so did many controls. (Contains references.) (Author/CR)

Descriptors: Disability Identification, Elementary Secondary Education, Intelligence Differences, Intelligence Quotient, Intelligence Tests, Learning Disabilities, Measurement Techniques, Predictor Variables, Reading Difficulties, Symptoms (Individual Disorders), Verbal Ability

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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