Recategorized WISC-R Scores of Learning Disabled Children

Abstract

This study assesses the utility of Bannatyne's recategorization of subtest scaled scores on the WISC-R (Wechsler 1974). The WISC-R was administered to 208 school-verified learning disabled (LD) children. The obtained subtest scaled scores were recategorized in the manner suggested by Bannatyne (1974) into Spatial, Conceptual, Sequential, and Acquired Knowledge categories. The mean Spatial score was significantly greater than the mean Conceptual score, which, in turn, exceeded the Sequential and Acquired Knowledge scores. The total sample was also subdivided Into high and low IQ subgroups to determine if the Spatiaf>Con-ceptual>Sequential pattern was affected by or independent of the level of intellectual functioning. Relatively high and low IQ subgroups exhibited similar patterns of recategorized scores. The relationship did not hold true, however, when the recategorized scores of children who obtained Full Scale IQs of 75 or less (N=26) were examined. The implications for educational practice and future research are discussed in a final section.