The DOI matches its Crossref record; 41 of the 43 references it cites were found in a registry or an index.
Relevance of WISC-III Indicators for Assessment of Learning Disabilities
Abstract
The reliable and accurate diagnosis of learning disabilities (LD) is a prevailing concern for school psychologists and educators. Research seeking specific LD markers has often focused on the identification of characteristic performance profiles on cognitive measures. This study analyzed the scores of 308 learning disabled students on the Wechsler Intelligence Scale for Children-Third Edition (WISGIII). Variability indices, patterns of subtest strengths and weaknesses, and postulated profiles based on factor scores and recategorizations were examined in an attempt to identify useful diagnostic indicators. Factor scores were derived and clustered via a hierarchical group procedure in order to ascertain the presence of potential LD subgroups. Findings provide little support for the use of WISCIII subtest patterns in the diagnosis of learning disabilities. Implications for research and practice are discussed.
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“Several studies have shown that children with DD or other LDs exhibit lower performance in the Digit Span and Arithmetic subtests (Daley & Nagle, 1996; Helland & Asbjornsen, 2004;”
From WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility (2019) · cites this paper as Daley & Nagle, 1996
In the citing paper
“as well the Information and Vocabulary subtests (Daley & Nagle, 1996) because of the relationship between intelligence and reading development known as the 'Matthew effect' (Cain & Oakhill, 2011; Stanovich, 1986).”
From WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility (2019) · cites this paper as Daley & Nagle, 1996
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Metadata
- Authors
- Daley, C. E., & Nagle, R. J.
- Affiliations
- University of Central Arkansas (US)
- University of South Carolina (US)
- Corresponding author
- Daley, Christine E.
- Venue
- Journal of Psychoeducational Assessment
- Publisher
- SAGE Publications
- Published
- 1996-12
- Volume
- 14
- Issue
- 4
- Pages
- 320-333
- ISSN
- 0734-2829 (ISSN-L)
- 1557-5144
- OpenAlex
- W2018653527
- Cited by
- 25
- References
- 43
- Citations by year
- 2023: 1 · 2018: 1 · 2017: 2 · 2013: 3
- FWCI
- 2.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Psychoeducational Assessment (publishedVersion)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Keywords
- learning disabilities, WISC-III, diagnostic biomarkers, cognitive variability, factor scores, intelligence testing, school-based diagnosis
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