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ANALYSIS OF COGNITIVE ABILITIES FOR

LEARNING DISABLED CHILDREN

HUBERT

“BOONEY”

VANCE

PATRICIA

OAYNOR

Madison

College

Appalachian

State University

MARffARET

COLEMAN

Boom,

N.C.

The study investigated WISC-R subtest pattern

scores

learning disabled

children

(42

boys and

girls) ranging in age from

years

years,

months. The variation in subtest scores wa analyzed by a

analysis

variance with repeated measures on the single factor. Differences between

individual subtest means were analyzed by the Newman-Keuls test for simple

effects. The evidence indicates that the low subtest scores on Arithmetic,

Coding and Information were characteristic of this group. The study did not

support the Verbal-Performance discrepancies

useful in the diagnosis of

learning disabilities.

The evaluation of irregular performance on intelligence tests has been of

interest to psychologists almost from the beginning of the testing movement,.

The Wechsler Intelligence Scale for Children-R (WISC-R) has received increasing

acceptance for evaluating the general intelligence level of children. The usefulness

of differential WISC subtest patterns in the diagnosis of learning disability had

been implied frequently since

1960.

Literature suggests uneven patterns of per-

formance of learning disabled children when compared with normal groups on

tests of intelligence. Review of studies suggests that the pattern is relatively well

established (low performance-high verbal and/or low verbal-high performance)

despite differences in procedure, designs and subjects. The rationale for these

differences continues to be

controversial topic. The value of such a pattern

(or

patterns) would lie in the assistance it would give diagnosticians in identifying

cases of learning disability, in subclassifying them, in providing clues to instructional

methods and objectives, and in promoting preventive methods.

The application of pattern analysis of the WISC-R as a means of differentiating

brain-damaged and nonbrain-damaged, and good readers from disabled readers,

has met with mixed results. The results of scattered patterns in the area of diagnosis

are often mis-leveling and confusing; indeed, the results of one investigator may

be directly contradictory to the conclusions of another (Beck

Lam,

1955;

Capo-

bianco

Funk,

1958).

Those pattern analysis approaches showing greater success

in differentiating brain-damaged from nonbrain-damaged children typically have

been the approaches of Clawson

(1962),

L’Abate

(1967),

and Bannatyne

(1968).

Burks and Bruce

(1955)

compared good and poor readers’ WISC responses,

using

girls and

boys in the good reader group and

girls and

boys in the

poor reader group. They found

poor

readers low in Information, Arithmetic,

and Coding, but high in Picture Arrangements, Block Design and Comprehension.

Good readers were high in Similarities. The imbalance of

boys

in the poor reader

group and the 16-point

difference between the groups in favor of the girls are

factors complicating interpretation.

Requests for reprints should be sent to Hubert “Booney” Vance, Child Study Center, Madison

College, Harrisonburg, Virginia

22801.

477

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