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Interpreting the WISC‐R subtest scores of reading impaired children—a structural approach
Author(s) -
Ottem Ernst
Publication year - 1998
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/1467-9450.00049
Subject(s) - psychology , wechsler intelligence scale for children , wechsler adult intelligence scale , reading (process) , developmental psychology , wechsler preschool and primary scale of intelligence , cognitive psychology , cognition , intelligence quotient , test (biology) , mental age , metacognition , reading disability , dyslexia , psychiatry , linguistics , paleontology , philosophy , biology
The problem of characterising more specifically the cognitive requirements involved in subtests from standardised measures of intelligence represents a main problem in the research on exceptional populations. A new way of classifying tests of mental abilities is presented. Rather than focusing on the content of a given test, the present classification system focuses on their structures. The classification system is applied to the WISC‐R (Wechsler Intelligence Scale for Children—Revised, Wechsler, 1974). It will be used to interpret the IQ‐profiles of a clinically defined sample of reading impaired children (N=82). The basic finding of the study is that the structural complexity of a subtest influences the tests results of reading impaired children. This influence is interpreted as a consequence of poor procedural knowledge; i.e., poor knowledge about how to organise complex sets of data. It is suggested that teaching of metacognitive strategies could be an aid for reading impaired children.