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WISC‐R patterns for learning disabled children at three SES levels
Author(s) -
Zingale Salvatore A.,
Smith Monte D.
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197804)15:2<199::aid-pits2310150212>3.0.co;2-s
Subject(s) - psychology , socioeconomic status , developmental psychology , learning disability , wechsler intelligence scale for children , learning disabled , intelligence quotient , test (biology) , special education , clinical psychology , cognition , population , mathematics education , demography , paleontology , sociology , biology , neuroscience
WISC‐R and socioeconomic status (SES) data were collected on 122 learning disabled (LD) children who had been assigned to self‐contained LD classrooms. The children were divided into three groups on the basis of family SES: high, middle, and low. Three questions were explored: (a) Is there a relationship between SES and IQ test scores among LD‐labeled children? (b) Is the pattern of subtest scores independent of SES level? (c) Is the Verbal‐Performance IQ test score discrepancy independent of SES level? Results supported affirmative answers to all three questions. Discussion centered around the implications of these results for future research on the utility of the WISC‐R for diagnostic purposes.