Patterns of intelligence scale subtest scores and standardized achievement test scores of 80 gifted and 41 gifted learning-disabled students were compared. A distinctive cognitive pattern of intelligence test scores and patterns in group achievement test scores were identified to target students warranting more in-depth evaluation for early…

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…

Describes the Wechsler Adult Intelligence Scale Revised and discusses its use in diagnosing learning disabilities or attention deficit hyperactivity disorder in adolescents and adults. It addresses ethical and legal issues, the schism of standardized testing vs. modifications, assessment alternatives, and practitioner guidelines. (DB)

Examines the performance characteristics of 83 school-identified learning-disabled children on the Differential Ability Scales. Sixty percent showed a significant standard score discrepancy between the General Conceptual Ability and at least one achievement test. Implications regarding the educational diagnostic and intervention processes…

Considers how IQ tests may not be an effective means of identifying English-as-a-second language (ESL) students with learning disabilities due to inherent cultural biases of the tests. Concludes that the use of IQ tests with ESL or English-dialect students is inappropriate when the student's first or primary language is different from the language…

This monograph describes the third edition of the Wechsler Intelligence Scale for Children (WISC-III) and its relationship to reading/learning disabilities. It is designed for educators and students in education who want to go beyond the numerical values of the WISC-III intelligence quotients and understand the implications of the scores for the…

The paper examines the usefulness of the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest score pattern for distinguishing between groups of handicapped children, specifically learning disabled and emotionally disturbed students. The author asserts that no single clear cut pattern characteristic of either population is likely to…

The State of Washington special education regulations address the eligibility determination for specific learning disabilities and require the development of regression tables for calculating a severe discrepancy between intellectual ability and academic achievement. The Office of Superintendent of Public Instruction (OSPI) Special Education,…

Investigated the utility of profile analysis, using the Wechsler Intelligence Scale for Children--Revised (WISC--R) to differentiate learning disabled from emotionally disturbed and nonhandicapped children. Little evidence supported the use of WISC--R subtest scatter. Research efforts focused on WISC--R subtests related to the learning process are…

An item analysis profile sheet to accompany the Slosson Intelligence Test (SIT) is helpful in providing a functional test interpretation. The lack of recorded technical and statistical information is a serious concern. Without such information, a practitioner could not use the Item Analysis of SIT with confidence. (Author)

Findings do not reveal clinically significant differences between intellectually delayed and primary reading disabled children. Further exploration into cognitive and learning processes that relate more specifically to the child's difficulties is recommended. (Author)